(navigation image)
Home American Libraries | Canadian Libraries | Universal Library | Community Texts | Project Gutenberg | Biodiversity Heritage Library | Children's Library | Additional Collections
Search: Advanced Search
Anonymous User (login or join us)
Upload
See other formats

Full text of "Newton newsnotes"

From the Editor's Desk 



Recently I received a call from an 
alumna who was applying for one of 
the special Danforth Graduate Fel- 
lowships for Women that she saw 
advertised in the "Alumnae N.B." 
section of our fall issue. Let's all 
hope she gets one! It's always heart- 
ening when I hear from you — espe- 
cially when I can feel that we are 
providing some small services or op- 
portunities for our alumnae and 
friends. Please continue to write and 
let me know what you have liked or 
disliked or would like to see in the 
Newsnotes: I'll try to oblige! 

I hope you'll all enjoy our winter 
offerings. Alumnae ought to be inter- 
ested in "What Does It Mean to Be 
an Alumna?" — a discussion and ex- 
planation of local, national, and in- 
ternational alumnae organizations. 
Anyone who wants to know what's 
really going on at Newton will be 
glad to see the conversation between 
President Whalen and Mary Ford 
Whalen Kingsley '56 which also ap- 
pears in these pages. And please read 
"The Black Student at Newton" — I 
think you'll learn from it. 

Giving seems to be on the Col- 
lege's mind these days, but I just 
wanted to take this opportunity to 
give you a few statistics on our small 
portion of Newton's operating ex- 
penses. The three issues of Newton 



Newsnotes which you receive annu- 
ally cost the College approximately 
$15,000 per year in printing, mail- 
ing, and salary costs. Since our total 
readership numbers about 3,700, this 
comes to a cost of $4.05 per reader 
— a cost that the College absorbs so 
that you can be informed about 
Newton, and proud of her. Do you 
think it's worth it? If you do, please 
let us know. And let the College 
know by giving generously to the 
1971-72 Annual Fund. 
Peace! 

C.B.H. 



INewsTiotes 

Volume IV, Number 1 
Winter 1972 

Catherine Beyer Hurst '66, Editor 

Betty Barry '68, Design Consultant 

Claire Kondolf, R.S.C.J., Director of 
Alumnae Affairs 

COVER DESIGN: The campus in winter, 
a reduction of a photographic print. 



Newton Newsnotes is published quar- 
terly by Newton College of the Sacred 
Heart, Newton, Massachusetts 02159. 
Second Class postage paid at Newton, 
Mass. 02159, and at additional mailing 
offices. 

POSTMASTER: If undeliverable, send 
form 3579 to Newton College of the Sa- 
cred Heart, Newton, Massachusetts 02159. 



2 



Contents 



A Conversation with Dr. Whalen 4 

The Graduate School 17 

The Institute for Open Ediica- 18 
tion: A Point of View 

The Black Student at Newton 20 




Newton College of the Sacred Heart 
Library 

HHS Centre Street 
Newion. Nfassachusetts 02159 



ARCHIVES 



3 



A Conversation 
with 

Dr. Whalen 



On the morning of November 23, 
Dr. James J. Whalen, president of 
the College, met with Mary Ford 
Whalen Kingsley '56 for some infor- 
mal conversation on the issues facing 
Newton College today. Ms. Kings- 
ley, an active alumna for many years 
and chairman of the 1971-72 Alum- 
nae Fund, also wanted to present 
some questions to Dr. Whalen that 
seem to be recurring with some fre- 
quency among our constituency. 

What follows is a transcription 
of a tape of that conversation — ed- 
ited for purposes of space and read- 
ability — but still an accurate render- 
ing of that two-hour meeting. (Ed. 
note) 



Mary Ford: It's always very startling 
to discover what you've said when 
they hand it back to you all printed 
up. 

Dr. Whalen: It turns out usually that 
it's partly what you said and partly 
what they'd thought you said, and 
partly what you'd thought you said, 
and partly what you'd thought you 
didn't say. . . . 

Mary Ford: When I asked to talk to 
you originally, it was really because 
of the Alumnae Fund. I thought that 
when you're going out and asking 
people for support, you really have 
to have the answers to at least some 
of the questions you're going to get 
about the College. 

Dr. Whalen: No question about that! 

Mary Ford: So I thought I'd better 
come in and get briefed. But, as the 
comic says, a funny thing happened 
on the way to the interview, and I 
have recently found a much more 
personal interest. Saturday last I had 
a phone call from my niece who an- 
nounced that she was in Boston with 



a friend, visiting Newton College of 
the Sacred Heart as a prospective 
student. I had to laugh because I re- 
membered so clearly when I first 
started at Newton taking a phone call 
at the switchboard in Stuart announc- 
ing the birth of this child, and here 
she was in the flesh in Stuart herself. 
Now obviously I think we can as- 
sume she wasn't in the same phone 
booth, but it brought up the ques- 
tion: "Was she in the same college?" 
and I wondered how much of the 
Newton that I remembered was still 
here. Would you, for instance, char- 
acterize Newton College today as a 
Sacred Heart school? That was the 
way I thought of it then. 

Dr. Whalen: I guess I'd have to an- 
swer that by giving an operational 
definition. I think that the best defi- 
nition I can give you of a Sacred 
Heart school is a school that has the 
presence of Sacred Heart nuns, and 
we do have a number of Sacred 
Heart nuns here at the College. There 
are not as many as there were in your 
time, but there are still a significant 
number of religious living and work- 
ing here. I think the second aspect of 
Sacred Heart presence has to do with 
religious who are on the Board of 
Trustees and on the Corporation. 
The Corporation happens to be com- 
posed entirely of religious of the 
Sacred Heart, and one of their re- 
sponsibilities is the election of trus- 
tees, so the religious do have a sig- 
nificant input in terms of the direc- 
tion of the institution. 

I think there also is a carrying on 
of some of the Society's traditions in 
the school, even in the absence of 
large numbers of religious on the 
campus. I think that the presence of 
a few committed, dedicated women 
and their traditions certainly has an 
impact on the school. So both physi- 
cally and in terms of their ideas and 
their traditions they are still here. I 



4 



think it's still a Sacred Heart school 
in many ways, but it may have a 
little different kind of Sacred Heart 
presence than it did before. 

Mary Ford: But certainly there's no 
conflict? There's no question, is 
there, of the Society of the Sacred 
Heart being displaced, as well as re- 
placed in some areas? 



Dr. Whalen: I think that that is a 

very important question, and we've 
discussed it quite a lot with the re- 
ligious. One of my concerns, Mary 
Ford, was the fact that the Society 
of the Sacred Heart had limited num- 
bers — like a lot of societies. I'm 
pleased that the Society modified it- 
self in anticipation of a changing 
world, and it was, I think, because 
of the farsightedness of some of the 



leaders of the Society that it has re- 
mained more intact than a lot of the 
religious orders who refused to 
change. However, there aren't suffi- 
cient religious to do all the things 
that they're trying to do. I tried very 
hard to get some sort of a national 
picture with the Provincial Planning 
Group and I had hoped at one point 
that the Society would be able to es- 
tablish itself in fewer places, to cre- 



5 



ate a larger critical mass of religious. 
It seems that this is not going to hap- 
pen because they are all individually 
committed to their particular col- 
leges and schools, so we have to go 
with the numbers of people that we 
have. Now, when we look at the jobs 
that have to be done in an institu- 
tion we try to find competent people 
to do them. There are very few re- 
ligious here, relatively speaking, who 
can be really active. So we would 
have to go out and find people and, 
frankly, I would be less than honest 
if 1 didn't say we'd be interested in 
attracting religious from other 
schools. In other words, this particu- 
lar institution is trying pretty hard 
to keep a Sacred Heart presence. 

Now, the president of the College 
is a lay person. The business officer 
is a lay person, and the dean is a lay 
person. I don't think that's neces- 
sarily bad. as long as we have a sig- 
nificant number of religious teaching 
and participating at various levels of 
the institution. 



I'd like to see a real rejuvenation 
of the educated women in the So- 
ciety flocking to do their thing some- 
place, or frankly everything will 
become sort of spun away or secular- 
ized. When you're swimming up- 
stream; when you're small, private. 
Catholic, and Sacred Heart: you 
have to have all the things going for 
you. You've got to have money from 
alumnae and parents and friends, 
and you've got to have religious in 
the institution, and you've got to 
have a devotion to this kind of edu- 
cation. 

One of the things that I think is 
tremendously important is the fact 
that a lot of young people today are 
disenchanted with teachers and par- 
ents and adults because they don't 
stand for anything. It seems to me 
that everybody's hustling to get into 
that neutral territory where they 
won't have to commit themselves to 
anything. And I think that when 
you're growing up in a world like 
that you get pretty disenchanted and 
very nervous and you find styles of 
life that may be somewhat surprising 
to adults. I think, in a sense, Newton 
can play a role by standing for some- 
thing. Maybe I'll take a position and 
be wrong, but at least people will 
know I was standing for something, 
saying: "I believe in this. I believe 
in this kind of education, I believe in 
God, I believe in a commitment to 
mankind." Now if the manner in 
which I carry that out doesn't work 
very well, then people will be quick 
to tell me about it, but at least they'll 
know. And I think there's a real 
dearth of that. A secular institution 
can't address itself to some of these 
things. 

Mary Ford: Do you want to talk 
about coeducation? I think it's sort 
of contradictory to think that anyone 
who would be interested in this 
school would be interested in coedu- 



cation. I mean all of its values and 
the things that make it attractive are 
not the large coeducational institu- 
tion's kind of things — they're the 
more private, individualized goals. 
In other words, I can't imagine want- 
ing to come to Newton and having it 
coed. Why wouldn't you go some- 
place where the coeducational thing 
was more obviously useful? 

I'm one of those singular people 
who imagine that women on their 
own initiative and with their own 
kind are perfectly capable of devel- 
oping their intellects to the full. I 
don't think you need the "stimulus of 
men's minds" particularly; that's 
sort of saying that women are lack- 
ing something. I just think it's un- 
comfortable, really, to have all that 
— it would be such a pain to be 
dressed and attractive and charming 
all the time. I remember a priest say- 
ing to us as freshmen at a mixer — 
after having had us in class all week 
— "I didn't recognize you in your 
working clothes!" 

I feel that there has to be a sanc- 
tuary; there has to be someplace left 
where you can go and do an intel- 
lectual thing, something you're inter- 
ested in, and pursue work unencum- 
bered by all this extraneous business. 
I recognize that today's attitude is 
that it's not extraneous, that you 
have to integrate your interpersonal 
relationships with your academic life, 
to pursue the whole picture at once. 
I'm not sure that at seventeen or 
eighteen I could have coped with all 
of those things at once. In other 
words: you're going to devote four 
years to getting an education and 
really those are the four years in 
your life when you can be most 
selfish, in the good sense. You're be- 
ing given the opportunity to devote 
time to your own mind — it's a singu- 
lar blessing, a singular opportunity, 
and it'll never happen again. I would 
be jealous of other things impinging 



6 



upon that time — I loved my four 
years of mental and intellectual free- 
dom. 

The students today are marvel- 
ous in their feeling for world issues 
and the crises of humanity and all 
the things they become involved in. 
It's terribly self/i"^^ of them — I won- 
der if, in a way, they're not giving 
away some of the very precious time 
they have to develop themselves. 
Someone has said in a different con- 
text that if you're the sort of person 
who gives herself totally to her chil- 
dren, you eventually come to the 
point where you have nothing left to 
give. I think that's true about your 
own intellectual and personal devel- 
opment too. You have to selfishly 
take the time to become a full per- 
son; then you can go out and save 
the world. But again I admit to hav- 
ing an archaic point of view. . . . 

Dr. Whalen: I meet with the students 
in "Wheaties with Whalen" [Dr. 
Whalen's breakfast conferences with 
small groups of students] twice a 
week and they talk about a variety 
of things. One of the issues I raised 
with them was what did they think 
about coeducation and Newton Col- 
lege, and think it was almost split 
down the middle. One out of every 
two students says that she really likes 
a place that's her own, in which she 
can get to do her thing; that she has 
an opportunity where education for 
women is emphasized. Women do 
have special needs and those special 
needs are met here — they have a 
chance to play a leadership role that 
they might not be able to play else- 
where. 1 sometimes get the impres- 
sion that a woman in a coeducational 
institution has to have 10% more 
energy to get even, to start at the 
same gate with the men. Now if she 
has that kind of extra energy, she 
makes it. But a lot of people don't 
have that; they get there (to a coedu- 



cational institution) and I don't 
think they can share. Coeducation is 
basically male-oriented, no matter 
what percentage of women is on 
campus. 

Now on the other hand, about half 
of the girls will say that they think 
they miss coeducation, they think 
they'd like Newton to be a coeduca- 
tional school. Some of them will 
leave to go to that. Ultimately, stu- 
dents are, in a sense, going to be vot- 
ing with their feet. Schools are scur- 
rying at the moment to meet this co- 
educational need — I suspect they're 
really meeting financial needs, rather 
than any basic philosophical belief. 
I think that Princeton, for example, 
and probably Dartmouth, both 
changed their programs for very in- 
tellectually solid reasons. I think they 
really felt at Princeton that they 
were losing some of their good men, 
and they were able to take some 
really fine women into the institution. 
Probably Dartmouth felt the same 
way — that they were not going to 
have as many bright male students 
coming because of the fact that they 
were not coeducational. 

This is not necessarily true of 
women's colleges. I believe that at 
Newton College we're dedicated to 
emphasizing women's education. We 
follow the Society of the Sacred 
Heart in its 170 years of emphasis 
on the education of women. 

Mary Ford: And I think that's a 
genuinely legitimate goal, and not 
one to be bartered away lightly for 
other less demonstrable benefits. 

Dr. Whalen: If you have people who 
want to come. One of the things you 
talked about earlier was a scholarly 
four years. It's true that people don't 
feel that way so much any more, but 
there was a time when it was felt that 
your college years were the last pe- 
riod in your life in which you'd be 



totally free to do whatever you 
wanted to do. You'd have the oppor- 
tunity to be thoughtful and intro- 
spective, to learn, and basically to 
have no major responsibilities. In a 
sense that's been rejected — we all 
have to be responsible, we all have to 
be part of the real world and so 
forth. If you have people who are 
really interested in scholarly activi- 




ties that's one thing — they really like 
the idea of having a time for free- 
dom. If you have people who are 
basically interested in a sort of socio- 
educational type of thing, where the 
educational and social life have to be 
together, then you get into all kinds 
of relevance and work-study and in- 
volvement downtown — so I think we 
have to differentiate. When you went 
to school, even though it was just a 
few years ago, college was consid- 
ered an opportunity for people bright 
enough to learn to truly get an edu- 
cation, to educate themselves and to 
prepare themselves for further edu- 
cation. I'm not sure today that a lot 
of people coming to the colleges and 
universities have that same kind of 
desire and need. 

Mary Ford: No, and certainly no 
reasonable person would hark back 
with great nostalgic yearning for the 
time when there were 1 50 people 
and two small buildings here. The 
Sacred Heart order and the founders 
of the school have done a magnifi- 
cent job of bringing growth from 
that situation : we were at the begin- 
ning of a very clear pattern that was 
in the minds of the Society. And they 
were successful — they were marvel- 
ously successful. The place has physi- 
cally changed enormously — very at- 
tractive, marvelous buildings, great 
numbers of people, 850 students, and 
obviously the same things can't hold. 
Perhaps those were values only for 
that time. The times certainly have 
changed and people don't want the 
private, selective kind of education 
that many of us sought then. And yet 
I still do believe that there is a need 
for a certain individuality of educa- 
tion that a college like this promotes. 

Dr. Whalen: I think you're right. I 
believe that a need will remain in the 
future for a small number of wom- 
en's colleges. There are far too many 



8 



today, and I think the demand for 
them is not going to be as great as 
it was before. Therefore, only a 
handful of these are going to survive 
in eight or ten years. We see them 
becoming coeducational, we see them 
merging, we see them being sold, or 
just dropping out of sight. In many 
ways I'd rather see these places drop 
out of sight than try to go on doing 
something just for the sake of con- 
tinuing, when they're not really do- 
ing anything. The problem for New- 
ton is that although our location gives 
us a leg up on things, we have virtu- 
ally no endowment and we do have a 
large debt. What it really boils down 
to is that a handful of first-rate col- 
leges (both academically and finan- 
cially respectable) are going to sur- 
vive. 

I'm not sure that in the twenty- 
first century there's going to be a 
need for sex-segregated education. 
But I think that until the child-rear- 
ing practices in this country are 
altered significantly so that women 
are not separated from men at the 
age of six in terms of their personali- 
ties and styles, until then, a girl of 
sixteen or seventeen may very well 
need to have a special place to come 
if she's going to really realize her 
potential. If men and women are 
permitted the freedom to exercise 
all options — if girls have as many op- 
tions as boys and vice versa — then 
education may be a different scene 
twenty-five or fifty years from now. 
I'm not sure it's altogether a good 
idea. . . . 

I think we're still attracting large 
numbers of girls, but it would be a 
much easier job if we had less compe- 
tition — even from our own Sacred 
Heart institutions. And then, there's 
the fact that we have a significant 
debt — if we don't retire that debt in 
the next few years, and raise some 
money to continue to upgrade the 
programs, then Newton will be one 



of those institutions that will fall by 
the wayside. 

I would not want to recommend at 
this point that we change the thrust 
of the College — I think our private 
non-coeducational approach is a good 
one. But I think it's up to friends, 
and trustees, and staff, and alumnae, 
and parents to decide that they want 
the place. Students and young people 
are very important, but no institution 
has survived without significant in- 
terest on the part of adults. We never 
had at this college a strong develop- 
ment program — real conditioning of 
alumnae and friends, so as a result 
we're almost starting from scratch. 
As we said in our brochure [some 
fund-raising material mailed to the 
College constituency this fall], we 
collected about $40,000 two years 
ago, and last year we collected about 
$165,000 — that's a 400% increase 
but it's not nearly what we need. If 
we want to keep a women's college 
here — a really first-rate women's col- 
lege — then we're going to have to 
have more money for operational 
expenses, salaries, scholarships, spe- 
cial projects, all of those things that 
really make a college an exciting, 
interesting forum in which people 
can learn. It takes money and you 
just can't charge students what it 
takes. The difference has got to be 
made up by those who can afford to 
make it up. 

Mary Ford: Manhattanville seems to 
have solved, or at least approached, 
this problem in a different way and 
I think that many of our own alumnae 
are curious about what the situation 
there really is. How does it differ 
from our situation here? Is Manhat- 
tanville still a Sacred Heart college? 

Dr. Whalen: I guess, Mary Ford, 
that would depend to a large degree 
on who was answering that ques- 
tion. If the presence of religious on 



the campus makes a place a Sacred 
Heart school, then my operational 
definition earlier would have to ex- 
tend to Manhattanville. Manhattan- 
ville certainly does have religious on 
the campus — I'd love to have some 
of them teaching at Newton because 
there are some superb religious acad- 
emicians there. They are advertising 
themselves as a non-sectarian coedu- 
cational institution. I think that 
means that they feel that the pres- 
ence of the religious is important, but 
that basically the institution is sort 
of an open institution for everyone. 
It's partially supported by state 
money; they are fishing as many 
streams as possible. I think that's a 
very realistic way to look at educa- 
tion; I think Sister McCormack [the 
president of Manhattanville] is an ex- 
tremely astute college administrator 
and I think that she and her Board of 
Trustees believe that given their lo- 
cation [Purchase, N.Y.], given the 
fact that the state university is right 
there, they felt last year that coedu- 
cation was very appropriate for 
them, that they needed it in order to 
attract the right girls. With our loca- 
tion we may have different needs. As 
far as being Sacred Heart, I think 
the religious will have to answer that 
question — I'd say, as I understand 
it, that they certainly don't have the 
corporate involvement that we have 
here. We have a corporation of re- 
ligious who elect trustees — I do not 
think that's the case at Manhattan- 
ville. I think the Board of Trustees 
there is primarily responsible for the 
direction of that institution, and it's 
primarily a lay board. Here we have 
a dual kind of situation where the 
Corporation is responsible for the 
election of trustees, must be in- 
volved in any transactions relative 
to building or dissolution of proper- 
ties of the College, and must approve 
any change in the by-laws. And a 
number of trustees on the board are 



9 




" 'Catholic means so many 
different things to people 



still religious, along with some sig- 
nificant lay people. I think what Man- 
hattanville is trying to do is to main- 
tain the institution, to keep as many 
Sacred Heart nuns there as they can, 
but I certainly don't think it has the 
same kind of involvement with the 
Society that Newton has. 

We're swimming upstream; we're 
saying we want to remain private 
and sectarian (I hope in the better 
sense of that word) and a women's 
college — these are all difficult ways 
to describe a school today, and 
maybe in the long run the battle is 
going to be too difficult. All of our 
people have to understand that these 
are tough things. As you drop "Cath- 
olic" and become "non-sectarian," as 
you drop "of the Sacred Heart" and 
become "non-Sacred Heart," as you 
drop "women's" and become "coedu- 
cational," as you drop "private" and 
become "state-supported," it be- 
comes, in a sense, easier to survive. 
Now if you have a good institutional 
program going, which Manhattan- 
ville has, then I think you will sur- 
vive. Newton too has a good aca- 
demic program but we are describ- 
ing our institution with a number 
of qualities, and each one of them 
raises a lot of questions for a lot of 
people. 



Mary Ford: But I think it's very in- 
teresting to people that you have in 
fact chosen to join that battle, to 
take that stand. I think the question 
in many people's minds is: "Will 
Newton follow the Manhattanville 
pattern?" I think it's very important 
that people understand and know the 
directions and the goals of this col- 
lege, and what they will become in 
the foreseeable future. 

Dr. Whalen: First of all I think that 
I, as president of Newton College, 
will try to inform the Board of Trus- 
tees of the problems and issues fac- 
ing higher education today and the 
role that I think the College can play 
at the present time. Certainly as long 
as I'm president, undergraduate lib- 
eral arts education will continue to 
be the thrust of this institution. We 
are not a vocational school or a 
teachers' college — we are basically 
an undergraduate liberal arts insti- 
tution. We are going to have to em- 
phasize some things that we'll be 
awfully good in — and we'll announce 
ourselves in relationship to these 
things within the liberal arts curricu- 
lum. I would also like to see us ex- 
periment. I think the graduate pro- 
gram we have right now is a very 
noble experiment — I hope that it 



results in turning out teachers that 
are better teachers than the ones that 
have been traditionally turned out. 
I think our program is as good as 
any of the M.A.T. programs else- 
where, though we won't actually 
know that for a couple of years. It 
may very well be that these students 
will decide that what they have 
doesn't make them any better, and 
they may decide that it does. If they 
do, then we will have done a very 
worthwhile project. I'd like to see us 
experiment with a number of things 
at the undergraduate level as well. 

As far as "women's college" is 
concerned, I think we want to re- 
main a women's college. We want 
to emphasize the special interests 
and needs of women and we'd like to 
provide a place where women can 
assume leadership roles, and be cre- 
ative. But we also want to make sure 
that this environment doesn't lead to 
a harem mentality. There are men 
here, we have cross-registration with 
other institutions, for example, par- 
ticularly in the upper classes. 

As far as I can do anything about 
it, we will have the Sacred Heart So- 
ciety involved in the school — I think 
to lose the presence of the Society 
of the Sacred Heart would be to lose 
the value we have in the school. 



10 



There are many Catholic schools, 
but there are very few Sacred Heart 
schools. I don't think that I want this 
place to be simply "a Catholic 
school" any more than I want it to 
be a secular institution. The one 
thing that we have that makes it 
rather special is that it is a Sacred 
Heart Catholic school, and I think 
there's a difference. There's a certain 
style and quality of the Religious of 
the Sacred Heart that is unique, and 
people do appreciate the traditions 
of the Society. These religious have 
had an apostolate that is the educa- 
tion of women and they've done it 
well. The religious have had ad- 
vanced degrees, they've had all of 
the credentials people are supposed 
to have, but they've also had a per- 
sonal commitment. A Ph.D. in his- 
tory is fine, but a Ph.D. with Mother 
Quinlan's [professor of history at 
Newton, and dean of the College 
from 1953 to 1971] commitment is 
even finer. 

I'm hoping the College will be 
attractive enough that through the 
years religious will still want to come 
here. As far as the Society is con- 
cerned, I would say it's got to re- 
main here, or there'd be very few 
people, myself included, interested 
in remaining in the institution. 

Now as far as the Catholic aspect 
of the thing is concerned, I think 
that's more difficult to describe be- 
cause "Catholic" means so many 
different things to people. When you 
say "Catholic" some people think of 
required theology and philosophy 
for four years — that those require- 
ments make it Catholic. Some peo- 
ple think Mass on Sunday makes it 
Catholic or weekly or monthly con- 
fession makes it Catholic. Again 
others think that being Catholic is to 
really have a knowledge of your 
faith, to understand the theology, to 
understand what the faith is all 
about. 



Our Catholicity here at Newton is 
expressed in the presence of the re- 
ligious on the campus. It is expressed 
in a good religion department that 
teaches courses in Catholic theology, 
in Christology, in faith, and at the 
same time is able to present other 
religious views and do them well. 
There's no reason why we shouldn't 
be studying religions of the world, 
but the major thrust ought to be the 
Catholic faith. 

People say we don't teach religion 
any more — that's not true. We don't 
require people to take theology and 
philosophy; we don't require them 
to take languages either. It so hap- 
pens that people are still taking lan- 
guages in large numbers and people 
are still taking religion — and they'll 
continue to take it in large numbers 
if it's well done and the faculty is 
first-class. 

In a required course, a good many 
of those present have absolutely no 
interest in what the professor is do- 
ing. I think, after a while, teaching 
a required course makes a faculty 
member a real second-class citizen. 
You know the students are going to 
be there, and you don't have to be 
special. I think our having a good 
religion department is an expression 
of our Catholicity. 

Another thing we have on campus 
is the chaplaincy. The chaplain works 
with the Dean of Students' Office 
and the students participate in select- 
ing their chaplain each year. 

Mary Ford: And the chaplain does, 
in fact, live on campus? 

Dr. Whalen: Right. And is available 
for liturgy and counseling almost all 
the time. 

Mary Ford: Which is really a far 
more effective religious presence, as 
far as a priest is concerned, than 
when I was here. 



Dr. Whalen: I think we've been 
singularly fortunate too in the kinds 
of people we've been able to attract 
— we've had some awfully good 
priests here who have really under- 
stood some of the problems that our 
women are facing. 

So much of our time, it seems to 
me, is spent answering questions that 
nobody has asked, and so little time 
is spent addressing ourselves to the 
questions people really have asked. 
This is particularly true in the area 
of faith and religion. We're very 
good at giving the answers to stu- 
dents about certain aspects of faith 
and morals, but singularly unable to 
address ourselves to the things that 
students are raising questions about. 
And I think that's one of the thrusts 
Newton College could take, one of 
the roles we could play — addressing 
ourselves to the hard questions that 
everybody's asking about the Church 
today. Some of these things are really 
tough, but the very fact that they're 
difficult means that the best minds 
should be involved in answering 
them. Formal courses are fine, but 
I'd like to see us debating some of 
the major issues that are presently 
facing the Church, and getting some 
really first-rate people here who take 
different positions on things. The 
young minds of our students are not 
afraid of the answers, though there 
may be some of us who are a little 
older who are afraid, and so we 
don't really want to ask those ques- 
tions. . . . 

Mary Ford: It would be marvelous 
for students if the atmosphere here 
were one which would breed chal- 
lenging questions and answers. 

Dr. Whalen: I think that if we keep 
the religious here, if we have good 
chaplains, if we make sure the re- 
ligion department is a good depart- 
ment — really academically solid — 



11 



these are ways of expressing our 
Catholicity. But required theology? 
Mandatory Mass? There's no way, 
really, to do that — it's not where it's 
at today. I'm pleased when I see the 
students participating in the liturgy 
— this is an expression of the fact 
that they do have an interest; a vol- 
untary one that isn't prescribed. 

Mary Ford: I wonder if you could 
address yourself to the question of 
Newton's future — why come to 
Newton? What is it going to be like 
here? What is your vision of the fu- 
ture? 

Dr. Whalen: That's one of the most 
difficult things to talk about. I'd like 
to see Newton be the outstanding 
women's Catholic college in the 
country. I'd like to see Newton sig- 
nify for women what Notre Dame 
signifies for men. In order to do that, 
we must gather support, we must 
have a national image. We have to 
spread out across the country, get 
our alumnae interested. We have to 
travel more, to get a real heterogene- 
ous population from across the coun- 
try — that's important. Then I think 
we have to decide what we're going 
to be, and I'd like to see four things: 

1 . / think Newton should empha- 
size a first-rate science program. I 
think that we have the facilities, the 
faculty, and the ability to provide 
both the professional kind of scien- 
tific training and that which is needed 
for the intelligent, educated woman 
of the future. They're going to have 
to make decisions about pollution, 
ecological problems, transplants, and 
all of those sorts of things — we ought 
to be enlightening women in terms 
of scientific concepts. 

2. / think I'd like to see us sup- 
port the arts. I really believe that 
our art program is well-established, 
and that we have a good faculty. 
Both studio art and art history are 



12 



good at Newton College and we 
have facilities in Boston that we can 
tap into. I'd like to expand in the 
areas of music, theatre, and dance — 
I think there's a whole thing that 
Newton College could do that would 
be very creative and very popular 
with our off -campus constituency as 
well as with our students. 

3. I'd like to see us examine the 
social sciences and the humanities 
at Newton and try to do as many of 
these things as well as we can. Then 
we should select certain ones that 
we're going to be extremely strong 
in, for example, psychology, philoso- 
phy, and English. We want to do 
some things very well and be known 
for them. 

4. The department of religion 
ought to be strengthened. We ought 
to emphasize it and we ought to 
make sure that we not only have an 
interesting faculty, but that we are 
constantly involving ourselves with 
people outside so that the issues that 
are really important relative to Ca- 
tholicism: Christianity, faith, how 
Christianity responds to the prob- 
lems of racism, poverty, and devel- 
oping countries are examined. In 
order to get a true commitment to 
something, you have to have some 
kind of moral base, some position 
that you take, and Christianity, it 
seems to me, ought to emphasize 
that. I'd like to see us have the 
money to bring to Newton some of 
the really great scholars — for semi- 
nars, debates, and discussions. In 
that way, one of the other things we 
would be doing well would be tak- 
ing on the issues, asking the ques- 
tions, and creating a forum for in- 
telligent discussion about the Chris- 
tian conception of the world, so that 
when people leave here, they would 
not only be good chemists or good 
artists but good Christians. They 
would have some commitment, and 
understand why they felt committed. 



That's what I'd like to see the Col- 
lege become. I'd like to see us em- 
phasize a lot of other things too. I'd 
like to see us continue the interna- 
tional dimension that we have — the 
Society is an international order, 
and, until a few years ago, we were 
discouraging students from going 
overseas. We could do things not 
only for our students but for stu- 
dents from other countries. I was in 
Rome this summer and visited the 
Mother House of the Society of the 
Sacred Heart. What a fantastic place 
that would be for a base of opera- 
tions. None of these things have 
really been taken advantage of. 

I think that I'd like to see the col- 
lege expand to include a few hun- 
dred more students — not that they 
would all necessarily be on campus, 
but if you have a larger number 
then some of them can be overseas, 
some can be working, etc. I wouldn't 
want us to build any more dormi- 
tories — I feel that that cliff-dwelling 
existence creates a lot of problems. 

One of the things we haven't ad- 
dressed ourselves to yet is the resi- 
dence life style on campus. What 
have you heard about that? 

Mary Ford: Older alumnae are feel- 
ing very threatened by the expansion 
of parietal rules. When they were at 
Newton it was unthinkable to have 
men in the rooms at all! Today it's 
probably unthinkable not to, for at 
least some hours of the day. I think 
alumnae are curious about the spe- 
cifics of the situation, and wonder- 
ing who is making the decisions? 

Dr. Whalen: I guess there are a lot 
of rumors going around — let me try 
to put the situation into perspective. 
Last year the students presented to 
the administration a proposal that 
there be open visitation 24 hours a 
day. We discussed this, and I wrote 
a letter to the students raising a num- 



13 



"The students were 
behaving in a very 
responsible way . . ." 



ber of questions and expressing a 
personal concern about what this 
does to the quality of life in residence 
halls, and what it really does for the 
image of the institution. I encouraged 
them to give some consideration to 
the fact that, although this is an area 
where the administration gave them 
responsibility five years ago, it does 
have an impact beyond their own 
scene. I thought the students re- 
sponded extremely well last year. 
They basically agreed that there were 
problems and they felt the problems 
should be reviewed, so they decided 
not to go ahead with the program, 
but to pay attention to the fact that 
there was some concern on my part 
and on the part of other people. 
They decided to form a committee 
with parents, alumnae, trustees, stu- 
dents, faculty, and members of the 
administration to consider the issues. 
Now I think that's a very responsible 
way to respond. A lot of student 
groups on other campuses simply 
get out on the lawn and throw rocks 
through the president's window! One 
of the special things about Newton 
is that there's kind of "a Newton 
way". . . . 

So this year the committee was 
formed and one of the things they 
decided on was that a letter should 
be sent, asking the parents what they 
thought. I was a little disappointed 
because a lot of the parents didn't 
read the letter — they read the first 
paragraph, and many of them as- 
sumed that the proposed changes 
had already taken place. And so I 
think many people's ire was raised, 
and the very good thing that the stu- 
dents were doing was, in a sense, 
negated. And as I've written to 200 
parents who wrote to me, I thought 
the students were behaving in a very 
responsible way in examining the is- 
sue. We expect that there will be a 
recommendation some time in the 
next month or so relative to what 



might be done in terms of visitation 
here at Newton. 

My own feeling is that when you 
have this kind of visitation there are 
certain tradeoffs. You lose something 
in your residence life, and I've tried 
to point that out to students. When 
you have a different kind of struc- 
ture, apartments, for example, it is 
really not a major problem. 

When the vote was taken on pa- 
rietals it was overwhelming — over 
650 students voted in favor of the 
proposed changes. There's a myth 
going around that a small group of 
students — articulate and hostile — 
are really behind this thing. I'd say 
that the majority of students would 
like to have 24-hour visitation, at 
least for the time being. 

Mary Ford: What is the visitation 
situation right now? 

Dr. Whalen: About five years ago, 
the administratioin and Board of 
Trustees at Newton College gave to 
the student government the responsi- 
bility and authority for their own 
life style. That was either a very 
silly move, or a very wise one, de- 
pending on your viewpoint today. 

Mary Ford: It was certainly consist- 
ent with the liberality of this College 
as I knew it from the beginning. 

Dr. Whalen: It was consistent with 
the liberal values of the institution — 
the Society of the Sacred Heart was 
forward-looking. They also had a 
quality of student they felt they 
could trust — who would assume re- 
sponsibility and authority very well. 

The students have developed, very 
carefully and very slowly, a program 
for visitors to come in and be regis- 
tered from 1 1 a.m. to midnight. Let's 
say I want to visit a room. I come 
into the dormitory, I must be regis- 
tered, and the girl must come to 



14 




15 



meet me. She then has the responsi- 
bility for my presence, to see that 
my behavior is appropriate for the 
dormitory. The students on the desk 
have the responsibility for seeing that 
all visitors are properly checked out 
at midnight. Basically our life style 
at the moment is a reasonable one. 
On weekends, the parietals are ex- 
tended to 2:30 a.m. I'd much prefer 
to have our students having visitors 
and parties here, than someplace 
else; I have a little more faith in the 
way our life style goes. I think that 
up to this point things have worked 
fairly well. 

I do feel that 24-hour visitation 
seven days a week opens up the pos- 
sibility of visitors camping out and 
I know that this has happened in 
other institutions. The students feel 
they could police that, but I think it 
would be very difficult. 

I've fought very hard at various 
institutions for having women regu- 
late their own hours — I felt that 
there was no reason for a woman 
to be locked up when a man was 
able to come and go as he pleased. 
They're then exercising a personal 
option — to go or not to go — it has 
very little impact on anybody else. 
The thing we've done here is to try 
to create a fairly good security pro- 
gram. We've gotten a lot of support 
from the Newton police — they patrol 
the campus at night for us as a spe- 
cial favor. 

I think that the life style here will 
change significantly if we allow 24- 
hour visitation. We are probably go- 
ing to be faced with the question of 



options. If it were possible for a stu- 
dent to make the choice of whether 
or not to live in a building that had 
24-hour visitation, then the College 
would not be making the choice for 
them. I really would not support a 
total across-the-board change in life 
style for everybody. If the students 
have an option, that's a different 
thing from saying that the whole 
campus will have 24-hour visitation. 

I would like the students to discuss 
these issues with their parents a little 
more. Parents have a stake in this 
institution — they give money to have 
their daughters come here. They do 
have something to say, and I'm glad 
that the students have wanted to get 
their parents involved. 

Why do they want 24-hour pari- 
etals? If they left home, they'd go 
live in an apartment and have any- 
body coming to see them and staying 
as long as they liked. So they go to 
school — you say it's a different en- 
vironment, but does it have to be so 
different? Well you say that the 
structure of the place doesn't lend 
itself to that kind of apartment liv- 
ing. They say, "There's no reason 
why I can't have visitors in my room 
if I want to, if I'm not bothering the 
people next door and as long as there 
is some control. Are you afraid I'm 
going to do something wrong?" Some 
will say that you're going to put 
temptation in their way, but that's 
never been the issue with me. If we 
had apartments, I don't think the 
quality of living would change, but 
with the present situation I think it 
would. 

As far as regulation of their own 
hours is concerned, very few women 
leave the residence halls after mid- 
night, but they do have the option. 
I suspect that we would have, with 
the exception of weekends, relatively 
few visitors in the dormitories. But 
it would be just enough to be discon- 
certing to a number of students. 



But if the alumnae or parents 
think that orgies are going on here, 
no. Our students are acting the same 
way they do at home. They're basi- 
cally products of their families and 
are mature and responsible for the 
most part. 

One of the things I'd like to do 
here would be to modify the design 
of the existing dormitories so that 
for every two bedrooms there'd be a 
living room in the middle. This 
would mean you'd have to cut the 
occupancy by one third, but then at 
least you'd be able to put enough 
comfortable furniture in so that you 
would not be talking about being in 
people's bedrooms. If we ever do 
build any more housing here, I think 
it would consist of apartment units 
that would be appropriate not only 
for students but for faculty and staff. 

I think in the future more adults 
should participate in the residence 
life. I think people of twenty can 
learn a lot from a forty-year-old, it 
gives some balance and makes for 
more realistic living. 

Several weeks after the above con- 
versation took place, the Parietal 
Committee made its recommenda- 
tions concerning 24-hour visitation. 
For further discussion of this issue, 
please refer to the article by Patricia 
Byrne '74 which appears elsewhere 
in these pages. (Ed. note) 



16 



The Graduate 
School 



In the fall issue of the Newsnotes, 
we presented you at some length 
with a preview of Newton's graduate 
program in education, which got un- 
derway on July 6. The eighty-five 
students of that first summer are 
now on their year of internship, and 
are teaching at all levels in both open 
and traditional schools. Some are in- 
volved in changing the schools from 
within, several are working in New- 
ton's SWC program, and others are 
involved in setting up new open 
schools. 

During the year, the students are 
continuing to meet regularly among 
themselves and with faculty mem- 
bers, with some lengthier sessions be- 
ing held over the vacation periods. 
Next summer the students will return 
to the College for the third compo- 
nent of the program. This will basi- 
cally be the initial experience modi- 
fied so that up to thirteen hours per 
week might be devoted to special, 
individual problems or projects. 
These might range from strengthen- 
ing subject matter to personal ther- 
apy. 

In a recent interview. Dean John 
Bremer, director of the Institute for 
Open Education, commented on the 
first six months of the program. De- 
spite the hurdles always encountered 
in the first year of a new and revo- 
lutionary operation, John Bremer 
feels that "the program is a success, 
by which I would mean the students 
and faculty have been developing 
and learning. We've been able to 
deal with the problems that have 
arisen by turning them into oppor- 
tunities for learning. . . . We have 
received many requests for admis- 
sion to the program next year, but 
before making any admissions de- 
cisions, we are, of course, continuing 
to evaluate the program." 

Bremer rates the eighty-five stu- 
dents as "superior. They're con- 
cerned, with a real commitment to 



learn and to come to grips with the 
problems of education. They're an 
excellent group and very demanding, 
which is good." 

With regard to possible changes 
in the program, Bremer commented 
that the only real change he would 
make would be to concentrate on 
the Boston area for internships. 
"There's sufficient interest within the 
general environs of Boston to support 
the program," he added. Bremer 
does not expect that the enrollment 
picture would change considerably, 
as he thinks that approximately 100 
students in each year of the program 
(or 200 in any one summer) is a 
good number to deal with. 

Newton's graduate program is 
self-supporting ( "unfortunately," 
Bremer remarked), though it has re- 
ceived extensive publicity in newspa- 
pers and educational journals. 




17 



The Institute 
for 

Open Education 

A Point of View 



Terry McKoy 



I GRADUATED from Fordham in 
1969, and my immediate goal as 
an able-bodied American male was 
a draft deferment. I found one, and, 
along with it, a teaching position. 
My primary concern was staying as 
far away from the military as pos- 
sible, but the stagnant environment 
in which I worked caused me to de- 
velop an interest in teaching. This 
interest was stimulated by "liberal" 
reforms at the school which failed 
to change things. The same kids re- 
mained enthusiastic, the same ma- 
jority was waiting to be trucked 
trance-like through American his- 
tory, and the same trouble-makers 
caused trouble. After trying to cope 
with these problems and the other 
unique features of Catholic educa- 
tion, I began to look elsewhere and 
I found the Institute for Open Edu- 
cation at Newton. It sounded good, 
but I was apprehensive of the "New- 
ton College of the Sacred Heart" 
tacked on to it, as I feared moving 
from one Catholic school with a 
liberal facade to another. Since the 
group interview in May neither dis- 
spelled nor reinforced that thought, 
I came to Newton on July 6 not 
quite sure what to expect. 

Talk of function groups? Topic 
groups? Activity groups? And then, 
cardboard carpentry? Strange, but 
good strange. The people? An inter- 
esting and diverse group. But who's 
staff? Only one person here with a 
tie — he must be it. These are some 
of the thoughts that went through 
my head on July 6. 

In retrospect, sifting through the 
confusion, some things stand out, 
things that made the summer a suc- 
cess for me. 

I felt a real lack of accountability 
to others. Cardboard carpentry — for 
whom? For yourself. Miss the semi- 
nar — who cares? You care. Respon- 
sibility and accountability were gen- 
erated from within the individual. 



Flexibility was also important. I 
went through two function groups, 
three topic groups, and three activity 
groups during the first week and a 
half. In the middle of the summer I 
changed one of my topic groups and 
my activity. As my needs became ap- 
parent, I was able to move towards 
their satisfaction. 

With the exception of Dewey's 
Democracy and Education, the ab- 
sence of books during the experience 
was important. We were the ma- 
terial. Our thoughts and experiences, 
not the thoughts and experiences of 
others, provided the basis for our 
learning. The groups offered a chance 
for sharing, a chance for self-exami- 
nation, a chance for reforming goals, 
and an opportunity to redirect ef- 
forts. When a group of Boston Uni- 
versity graduate students visited, I 
was disturbed by their direction. 
They talked little of themselves, and 
lots about theories; little of life ex- 
periences, and lots about book expe- 
riences. 

Some concern has been raised 
about the "academic rigor" of the 
program. My concern is with anyone 
who would make it an end; with any- 
one who would pursue it at the ex- 
pense of personal development. The 
summer was valuable to me because 
I reflected on where I had been, why 
I had been there, where I was going, 
why I was going there, and, in the 
end, redirected myself. My sense is 
that being saturated with books to 
read and papers to write would not 
have accomplished this. 

At present, I am an intern in the 
Home-Base School in Watertown. 
Home Base is part of the Watertown 
Public Schools, comprised of 100 
students selected at random from a 
volunteer group, six full-time staff 
members, and four teaching interns 
from Newton. Home Base describes 
itself as follows: 

"Its basic concept is that students 



18 



do not necessarily learn most effec- 
tively in the traditional setting of a 
formal classroom, and that a variety 
of learning possibilities can be ob- 
tained by using the great variety of 
learning possibilities outside the 
classroom walls. 

"The entire Greater Boston area 
— and beyond — serves as a class- 
room for Home Base students. 

"Any member of the larger com- 
munity who has a skill to teach or 
knowledge to impart . . . can be a 
member of the Home Base faculty. 

"Students have taken part in plan- 
ning the new school from its begin- 
ning, and continue to play the pri- 
mary role in its day-to-day adminis- 
tration. Decisions about the school's 
operation are made by students and 
staff together on a one-man, one- 
vote basis; and weekly 'Town Meet- 
ings.' " 

My days at Watertown are spent 
teaching three courses (Economics, 
Latin American Studies, and Track); 



coordinating a movie about Home 
Base; coordinating workshops; and 
distributing information to interested 
parties. 

In all of these activities, I've found 
that my experiences last summer 
were extremely valuable. I have a 
direction in my courses that I didn't 
have before. I don't find content to 
be of primary importance; student 
interest is the focus. My concern is 
to stimulate, reinforce, and broaden 
the interest the students expressed 
by taking my course. My belief is 
that traditional high school courses 
don't turn out economists, but do 
turn off potential economists. So we 
move in whatever direction the stu- 
dents want. 

I am constantly evaluating my 
courses and myself. The question I 
ask is not "What do they know?" 
but rather "Are they still interested?" 

Having spent so many hours in 
groups over the summer, I've found 
that I can deal with them more eas- 



ily. I'm trying to ask probing and 
not directive questions, as my goal 
is for students to realize their beliefs 
and not unconditionally accept mine. 

During the summer I spent con- 
siderable time video-taping. If we 
can ever get a console this skill would 
be extremely valuable, both in my 
courses and to the school in general. 
In my track course, students could 
see the flaws in their techniques, 
rather than be told about them. For 
the school in general I could see the 
use of video-taping helping to mini- 
mize conflicts as the students could 
gain a sense of self and how that self 
affects others. 

I am fortunate to be at Home 
Base. While other students in the 
Institute for Open Education must 
deal with a traditional structure, I 
am involved in forming a new struc- 
ture. My problem hasn't been finding 
what limits the institution places on 
me, but rather what limits I have 
placed on myself. 



19 



The 

Black Student 
at Newton 



20 



When I first began to do the prep- 
aration for this article I spoke with 
several black students who expressed 
their concern about what I would say 
in the proposed piece. They were 
particularly concerned that I inter- 
view as many of their number as 
possible, in order to avoid stereotyp- 
ing or generalizations drawn from 
the opinions of a few students. 
Though several were hesitant to 
speak to me for publication, they all 
finally consented to answer my ques- 
tions. However, towards the end of 
my interviewing, one of the girls 
asked a question which I think had 
been at the backs of their minds all 
along: "Why," she asked, "are you 
writing this article anyway?" 

The question of motivation is al- 
ways of prime concern to me in my 
work as a writer and editor, and my 
selection of topics and approaches is 
never accidental. When I became 
editor of the Newsnotes, / expressed 
at that time what I felt was my pri- 
mary goal — to present to all of you 
as clear and as accurate and as up- 
to-date a picture as possible of what 
it is like to be at Newton College in 
the '70's. 

There are twenty-five black stu- 
dents enrolled at Newton College for 
the academic year 1971-72, less than 
3% of the student body, but cer- 
tainly a vocal and active minority. 
And since their view of what it is 
like to be at Newton is such a differ- 
ent one from what has previously 
been presented to you in these pages, 
and is, at the same time, a very real 
part of being at Newton College to- 
day, I thought it important for you 
to try to see and understand Newton 
through their eyes. 

I am deeply indebted to the ten 
girls who shared their time and 
opened their minds to me — and mine 
to them. They are: Audrey Everett 
'72 of Philadelphia, Pa.; Lenecia 
Anderson '72 of Dorchester, Mass.; 



Nina Mitchell '72 and Adrienne Wil- 
liams '72 of Washington, D.C.; 
Charlie Lewis '73 of Poughkeepsie, 
N.Y.; Deni Latson '74 of Roxbury, 
Mass.; Karen Tatum '74 of Albany, 
N.Y.; Bonita Cox '75 of Natick, 
Mass.; Pat Plummet '75 of Matta- 
pan, Mass.; and Jacqueline Ivey '75 
of Roxbury, Mass. I learned a good 
deal doing this article, and 1 hope 
you will learn from reading it. (Ed. 
note) 

Serious recruitment of black 
students for admission to Newton 
College began in 1968. The total en- 
rollment of blacks is now twenty- 
five, though, according to Ms. 
Markey Burke, director of admis- 
sions, Newton hopes to eventually 
expand its total black population to 
approximately 10% of the student 
body. 

For the last couple of years, New- 
ton has more actively involved her- 
self in the national recruitment of 
blacks. Black College Days for area 
high school students have been held 
on the campus, and the attendance 
at the most recent one in the fall of 
1971 was well over seventy students. 

NSS-FNS (The National Scholar- 
ship Service and Fund for Negro Stu- 
dents) holds College Days through- 
out the country, and Newton was 
represented by Ruth Craddock '64 
(president of the Chicago Club) in 
Chicago, and Mary Downs '70 of 
Newton's Admissions Office in New 
York, in the spring of 1971. In 1972, 
Newton will send representatives to 
NSS-FNS College Days in Chicago, 
Philadelphia, Newark, and New 
York. 

This year Newton has also done 
extensive recruitment at predomi- 
nantly black high schools in Chi- 
cago, New York, Boston, and New 
Bedford (Mass.). 

Black faculty and administrative 
staff members at Newton number 



only two at the present time: Ms. 
Dorice Wright, assistant academic 
dean, and Mr. James McClain, in- 
structor in history, who serves as ad- 
visor to the minority groups. In this 
capacity he acts as liaison between 
the administration and the Black 
Student Organization, and is avail- 
able to give counseling to black (and 
other minority group) students. 

The Black Student Organization 
was formed in the fall of 1970 — ac- 
cording to co-heads Charlie Lewis 
'73 and Adrienne Williams '72 (both 
interviewed below) it serves as a uni- 
fying force and a channel for com- 
munication. "It's our whole outlet," 
Charlie remarked. "We organize 
things like parties, but it goes a lot 
further than that." 

"It keeps us in touch with other 
organizations of the same kind around 
the area," added Adrienne. "It pro- 
vides some type of base for the new 
freshmen who come here. . . . 
There's also been a change in the 
general attitude of the school [since 
the formation of the B.S.O.]. They 
recognize us now because they have 
to — the B.S.O. is a power base they've 
got to deal with." 



21 



"We don't need any people 
who are black and just 
happen to be around . . ." 



□ Do you feel that Newton has 
been slow in admitting larger num- 
bers of black students? Do you feel 
they are making a sufficient effort 
now? 

■ Charlie: There are the same num- 
ber of black freshmen this year as 
there were in the fall of 1969. . . . 
Certain people in admissions are 
making an all-out effort; but not the 
College as a whole. Financial aid and 
admissions should work hand-in- 
hand, but they don't really seem to. 
Deni (who works in admissions) : I 
think they're putting more of an ef- 
fort into recruiting now. Since we've 
had the Black College Days, more 
students seem to be attending them 
and to be applying. 
Karen: They've been slow — most 
definitely. The black enrollment is 
only twenty-five students. They are 
trying now — we're pushing them — 
we go over there and say: "What's 
the story?" 

Adrienne: They have been making 
more of an attempt now through the 
combined efforts of a few people 
here who are interested in the black 
students themselves. 
Audrey: It's been slow. However, the 
Admissions Office was very coopera- 
tive with us when we asked them to do 
more black recruitment last year — 
we said we'd be willing to help. The 
real drawback is the obscurity of fi- 
nancial aid. It's just not clear what 
you can get — when and how much. 
One of the biggest drawbacks this 
school has as far as admitting black 
students is concerned is the problem 
of communication. 
Lenecia: There have been quite a 
few changes since I first came here, 
but the admittance of blacks hasn't 
increased as rapidly as it should. The 
Black College Days are good. 
Pat: They shouldn't have just started 
trying to get black students here — 
they should have started a long time 



ago. They're making a better effort 
now than they ever made before — I 
had [in high school] never heard of 
Newton before Black College Day. 
Jacqueline: They do make an effort 
to attract black students but not an 
all-out effort; there are plenty of 
other ways they could attract stu- 
dents. Newton College has, for ex- 
ample, not been represented at Black 
College Days at area institutions. 
Bonita: It's been slow in the past. 
But they're doing a pretty good job 
now. 

Nina: Very slow. Maybe they're mak- 
ing an effort as far as recruitment is 
concerned, but they've got to make 
a real financial commitment. Recruit- 
ment is irrelevant without enough 
money to bring large numbers of 
black students on campus. 

□ How successful is the black-white 
relationship here? 

■ Charlie: I don't particularly care 
— I'm very happy here on the black 
floor. 

Deni: I haven't had any problems — 
I've made a number of white friends. 
Karen: Some of them [whites] try 
but you can see how phony they are 
— I'm used to this because I went to 
the same type of high school. We 
[blacks and whites] can only have a 
limited relationship — I couldn't hang 
with any of them. 
Adrienne: There is a difference be- 
tween the white students who know 
us personally and those who know 
us only as "the black students on 
Keyes North, first floor." A lot of 
rumors have been going around, that 
no whites are allowed on the black 
floor, etc. I don't care too much. 
Audrey: The school is just a micro- 
cosm of society — there are some 
[blacks and whites] who have good 
relationships, but on the whole 
there's a very wide gap. 



22 



Lenecia: My relationship with whites 
is good. 

Pat: I don't know many of the white 
students here. 

Jacqueline: I don't have much con- 
tact (outside the academic) with the 
white students. We say "hi," but we 
don't sit down and really talk. 
Bonita: I'm indifferent — I haven't 
had any hassles with any white stu- 
dents — I don't know any of them. 
Nina: Collectively, I'm indifferent. 
Maybe there are one or two white 
students here that I have any type of 
relationship with. I've only been here 
one semester — when I got here I was 
busy catching up on my require- 
ments — I was into my own life and 
not really concerned about making 
friends. 



□ Do you think racism is present at 
Newton? If so, what forms do you 
think it takes? 

■ Charlie: Sure there's racism on 
campus — we've all experienced it, 
from the faculty on down, though 
the professors have been more bla- 
tantly prejudiced towards the Span- 
ish-speaking students. 
Deni: There's a type of racism — just 
by ways of communication. People 
misinterpret a number of things, and 
there is ignorance on the part of the 
white students. I don't know if I'd 
really call it racism — it's more of an 
attitude. 

Karen: It exists to a certain extent — 
particularly on the part of the fac- 
ulty. You can tell by the way some 



of them look at you that they wish 
you weren't in the class. 
Adrienne: Definitely — people seem 
to think we're dumb and try to talk 
around us. Then there are personal 
racist things that have happened. 
Audrey: Racism is here. 
Lenecia: I don't know whether it's 
racism or not — a professor might 
seek you out if you don't go to a 
class — you might not do as well as 
the other students, even if you really 
do take an interest and attend all the 
classes. 

Jacqueline: Racism exists at Newton 
College. A small clique of students 
alienates you — they let you know 
you're not wanted in certain clubs 
and activities. 

Bonita: I haven't been up against any. 




23 





Nina: There's probably a personal 
racism on the part of people who are 
ignorant of black students, or of any 
group they don't belong to. It's hard 
to define racism — in effect any school 
that is only 3% black must have 
some racism somewhere. Why aren't 
there more black students being edu- 
cated here? 

□ Why do you prefer living on the 
black floor? 

■ Charlie: I'm a lot more relaxed 
here now than I have been in the 
past two years. This is actually the 
only place on campus where there is 
what we could classify as a commu- 
nity. It's generated by the fact that 



we're all black — we have the same 
background; we have a whole culture 
thing here we couldn't find on the 
rest of the campus. 
Deni: My roommate and I decided 
not to live on the black floor but to 
live with the friends we made last 
year — to avoid any hassles. 
Karen: I'm living in a community 
with most of the black girls on cam- 
pus^ — it's a better atmosphere — most 
of us dig the same things. 
Adrienne: It's a more comfortable 
atmosphere, we have common inter- 
ests — and it's good academically, too. 
Before, black students had to go 
across campus to get help from other 
black students in their majors. 
Audrey: Living here is more realis- 



tic, more comfortable. I don't feel 
strained, I can be myself. It's easier 
for the incoming black freshmen, 
since they prefer to live with other 
black students, at least until they get 
adjusted. 

Lenecia: It's a new experience for 
me- — there's a more cohesive unity 
between blacks. We can hear each 
other's problems now — and it makes 
for a better relationship with the 
whites — if they come here you know 
they really want to see you and aren't 
just going to use you. 
Pat: Otherwise you couldn't really be 
yourself — you'd have to watch what 
you did and what you said. 
Jacqueline: I prefer a predominantly, 
but not totally, black floor, the way 
it is now. It's not a hassle, because 
for once you're not in the minority. 
When you're in a minority you've 
got to walk a crooked line. 
Bonita: Because we're such a small 
part of the college community we've 
got to stick together — we'd never all 
have met each other otherwise. 
Nina: I felt I was on display living 
with all white students. Besides, I 
don't want to live around them when 
I get out, so why should I live around 
them here? I have more in common 
with my own people — we have com- 
mon problems, as well as a mutual 
feeling of warmth and community. 

n Do you think the black students 
at Newton have an adequate social 
life? 

■ Charlie: I don't attend any cam- 
pus functions sponsored by the So- 
cial Committee — we just don't have 
the same interests. [Charlie was a 
member of Social Committee as a 
freshman, and spoke of how she put 
effort into functions that had no real 
meaning for her.] I always suggest 
that freshmen wait at least a semes- 
ter before getting involved in any- 
thing. I wish the black students could 



24 



take the money we give to Social 
Committee; we could have some of 
the most dynamite events ever held 
on campus. 

Deni: We make our own social life. 
The Social Committee doesn't plan 
things with minority groups in mind 
— we make our own fun. 
Karen: The only social life we have 
on campus is what we make our- 
selves — no one comes to the mixers 
but white guys. 

Adrienne: Our social life is apart 
from Newton functions and I prefer 
it that way. Newton couldn't do 
anything socially to satisfy me, even 
if it did try to cater to black students. 
Lenecia: I've only participated in 
black activities. 

Pat: As far as Newton is concerned, 
they don't provide anything. Any so- 
cial life we have we've got to pro- 
vide for ourselves. 
Jacqueline: Black students have to 
make their social lives themselves. 
What Newton has to offer just does 
not relate to black students. 
Bonita: No, not at all; we have to go 
out and make it. 

Nina: There's a problem because of 
the location — there are not many 
black guys in the area. Anything we 
do we've got to bring here ourselves 
— it's up to us to find our own enter- 
tainment. 



□ Do you feel that black students 
are sufficiently represented on col- 
lege-wide committees, organizations, 
Student Government, etc.? 

■ Deni: I think they're sufficiently 
represented on Student Government. 
Karen: We're into anything that we 
want to be into. 

Adrienne: There is not a lot of black 
representation. . . . Most of us feel 
that things around here are not of 
interest to us anyway — though we 
could probably participate more // 




we wanted to. Most of us are inter- 
ested in getting out, not in going to 
the Christmas Dance. 
Audrey: If more was wanted or 
needed, we could get into anything. 
Lenecia: There's been more of an at- 
tempt to include blacks in many of 
the organizations. 
Jacqueline: I think black students 
have a voice in everything that goes 
on in this school. [She is one of 
two freshman representatives to 
the Student Senate.] 
Nina: No. Proportionately there 
aren't enough of us. 

□ Would you like to see more black 
faculty members and administrative 
staff at Newton? 

■ Charlie: Since we've had Mr. Mc- 
Clain, we've known what we're go- 
ing to do about financial aid, etc. 
He is the black advisor, and helps us 
with financial and academic prob- 
lems. . . . We don't need any peo- 
ple who are black and just happen to 
be around. 

Deni: Most definitely. And more 
black history courses. 
Karen and Nina: Definitely. 
Audrey: I would like to see more 
black faculty members — a lot of de- 
partments are lacking courses that 
could widen the academic scope of 
the school. 



□ Would you encourage black high 
school students to come to Newton? 

■ Adrienne: We have, through the 
Black College Days. Anybody who 
really wants an education should 
come. 

Audrey: Yes. If you can get in, you 
can get a decent education. If only 
the Financial Aid Office could let 
prospective black students know how 
much they could expect and under 



26 



what conditions — as it stands now 
it's a little ambiguous. 
Lenecia: Now I would, though I 
wouldn't have before. With the es- 
tablishment of the black floor, the 
attitude of everyone has changed; 
the black students are happier. 
Jacqueline: Newton is a good school 
and it has a lot to offer academically. 



I would suggest that incoming fresh- 
men try to get to know everybody 
[students, faculty, and administra- 
tion] as soon as possible, since they've 
got the upper hand. 
Bonita: Yes. They'd get a good edu- 
cation. 

Nina: It would depend on their in- 
terests and whether they could get 



enough money to come here. It 
would also depend on whether or not 
the department they were interested 
in was strong. Not every black stu- 
dent could cope with a situation such 
as this. We are totally isolated from 
the black community here, and in 
many instances the black perspec- 
tive is overlooked. 



27 



What Does It 
Mean To Be 
an Alumna? 



A Look at the National 
Picture 

When the class of '72 graduates in 
June, the total number of Newton 
College alumnae will pass the 3,000 
mark. They live in forty-four states 
and thirty-five foreign countries. And 
fully half of those alumnae have 
graduated since 1965. 

With the Alumnae Association in- 
creasing in size and scope as it was, 
it became more and more obvious 
that Newton's method of dealing 
with her graduates was going to have 
to change. Newton would have to 
have different modes of cataloguing 
them, communicating with them, or- 
ganizing them, meeting with them, 
and keeping them in touch with the 
College and her needs. 

In the fall of 1969, Catey How- 
ell Long '65 became Newton's first 
director of alumnae affairs, a po- 
sition in which she was succeeded in 
1971 by Sister Claire Kondolf, treas- 
urer of the Newton College Corpo- 
ration. The position was created to 
facilitate the formation of tighter 
local and national alumnae organiza- 
tions, to provide a clearing house for 
information about alumnae activi- 
ties, and to serve as a channel of 
communication between the College 
and her graduates. It was at about 
this same time that this magazine be- 
gan going out to alumnae, parents, 
and friends of the College on a reg- 
ular basis — that was the beginning of 
more adequate communication. 

Dr. Whalen began visiting local 
groups of alumnae throughout the 
country, introducing himself, ex- 
pressing his hopes and plans for 
Newton's future, and drawing the 
alumnae more tightly into the greater 
College community — those were the 
first of many meetings. 

And now, in 1972, plans are fi- 
nally being completed for a new or- 



ganization of alumnae. Taking office 
in the fall of 1971 were the five 
members of Newton's National 
Alumnae Council, the new govern- 
ing body of the alumnae. These 
council seats replaced the old Alum- 
nae Association offices of president, 
vice-president, secretary, and treas- 
urer. The five council members are: 
Mary Ford Whalen Kingsley '56 
of Wellesley, Massachusetts; Julie 
Halleran Donahue '61 of Brook- 
line, Massachusetts; Kathy Wilson 
Conroy '64 of New Rochelle, New 
York; Mary Prendergast Kala- 
gher '56 of Potomac, Maryland; and 
Sue Bearden McNamara '65 of 
Glencoe, Illinois. 

Reorganization would extend on 
down to all the local clubs. Near the 
top of the list was the necessity of 
breaking down the unwieldy New 
York and Boston clubs into more 
manageable units. Under the impetus 
of Kathy Wilson Conroy '64, New 
York has been successfully divided 
into five parts or chapters, with five 
individual presidents. These include: 
New York City — Judy Mullen 
Connorton '66; Westchester — Dot- 
tie BoHEN Graham '59; Lower Con- 
necticut — Susan Roy Patten '64; 
Northern New Jersey — Barbara 
FoRTUNATO Hurley '62; and Long 
Island — Martha Morgan Kenny 
'64. 

As we go to press, plans are being 
completed for the division of Boston 
area alumnae into metropolitan. 
North Shore, South Shore, and west- 
ern suburban chapters — these would 
follow the geographical divisions of 
the telephone company directories. 
President of the current Boston Club 
is Joan Donohoe O'Neil '61. 

Other clubs in operation at the 
present time and their presidents are: 
Chicago — Ruth Craddock '64; 
Cleveland — Dorothy Dienhart 
RoTOLo '53; Connecticut River Val- 
ley — Mary Peirce Conner Burke 



28 



'63; Detroit — Maureen White 
Mercier '59; Philadelphia — Glenda 
LaSalle Keene '59; Rhode Island 
— Anne McCarthy Conlon '66; 
and Washington, D.C. — Maureen 
Harnisch '66. 

The alumnae office at Newton, 
under the direction of Sister Claire 
Kondolf, and the National Alumnae 
Council will attempt to work with 
the alumnae nationwide, organizing 
existing clubs and chapters and set- 
ting up new ones. Any geographical 
group of twenty or so alumnae is en- 
couraged to establish itself as a local 
chapter. Newton can keep in better 
touch with smaller groups, and the 
groups can be encouraged to do lo- 
cal admissions recruitment work in 
their more varied areas. Plans are 
currently underway for the forma- 
tion of new chapters in cities such as 
Cincinnati, St. Louis, San Francisco, 
Miami, Rochester, Hartford, and 
Springfield (Mass.). 




Sister Claire Kondolf, director of alumnae affairs, is spearheading alumnae reorgani- 
zation. 



29 



Support the 1971-72 Annual Fun 



College of the Sacred Heart • Newto 
donation must be received by June 3 
Annual Fund. General Chairman: Je* 
President, Franklin National Bank, ^ 
Associates Program: William Sheske; 
Whitman, Massachusetts • Chairman^ 
(Whalen '56) Kingsley, Wellesley, IV 
Committee: Thomas J. McGann, Exe 
James Talcott, Inc., New York, New 



I 



Mail your contributions to Newton 
Massachusetts 02159. Your 
th to be included in this year's 
)me D. Twomey, Executive Vice 
¥ York, New York • Chairman^ 
President, Kayser-Roth Shoes, Inc., 
4lumnae Committee: Mary Ford 
ssachusetts • Chairman^ Parents 
ative Vice President & Director, 
ork 



"We have to express our 
faith in a way which is 
meaningful in the twentieth 
century . . ." 



But What Have They Done 
Lately? 

BOSTON: An informal discussion 
sponsored by the Boston Club en- 
titled "Are Your Children Going To 
Be Catholics? What Are You Teach- 
ing Them?" was held at Newton on 
November 22, and attended by over 
fifty alumnae. The discussion was led 
by Sister Margaret Gorman, chair- 
man of the psychology department 
and director of the division of social 
sciences and religion, and Sister Lyn 
Osiek, a student at the Harvard Di- 
vinity School. In discussing the topic 
Sister Osiek remarked: "Just as New- 
tonian physics would not be ade- 
quate for space travel, so the scho- 
lastic theology which really domi- 
nated Catholic thinking for several 
centuries is no longer adequate to 
face the kind of situations and prob- 
lems that we have today. . . . We 
have to express our faith in a way 
which is meaningful in the twentieth 
century. . . . We have to educate 
children not only to be able to know 
what they think and what they be- 
lieve, but also to be open to the way 
others think and to have some kind 
of interaction with them." 



dent), MiM Crowley '64, Connie 
Farrell Sullivan '66, and Jean 
Sullivan Tobin '68. 

NEW YORK: A planning session for 
the New York area was held on Oc- 
tober 24 at the home of Catey How- 
ell Long '65. A second meeting was 
held at the 91st Street Convent of 
the Sacred Heart on December 5. 
This second meeting was attended by 
Dr. Whalen, Sister Kondolf, and ap- 
proximately twenty alumnae, and 
was the first of a series of meetings 
to be held in small groups through- 
out the New York area. 

RHODE ISLAND: A luncheon of 
the club was held on November 23 
in Providence, at which Dr. Whalen 
was the guest speaker. Sister Kon- 
dolf also attended this luncheon, at 
which about twenty alumnae were 
present. 



CHICAGO: On November 14, mem- 
bers of the Chicago club gathered at 
the home of Sue Bearden McNa- 
MARA '65 to meet with President 
Whalen and Sister Claire Kondolf of 
the Alumnae Office. Among those 
present at cocktails and dinner were: 
Noel Lane Morgan '53, Mary 
Beth O'Riley Fellinger '57, Joan 
Sextro '58, Bonnie Walsh Sto- 
loski '59, Joan Haggerty Eggers 
'59, Mary Alice Malloy '61, Gin- 
ger WuRZER O'Neal '62, Kathleen 
O'Riley Burdick '63, Pat Thomas 
Gass '64, Mary Joyce O'Keefe Di- 
Cola '64, Nancy Baby Kempf '64, 
Ruth Craddock '64 (Club Presi- 



32 



Some Names and Addresses 

ALUMNAE COUNCIL 

Mary Ford Whalen Kingsley '56 

30 Bancroft Road 

Wellesley, Massachusetts 02181 

Julie Halleran Donahue '61 

226 Dudley Road 

Brookline, Massachusetts 02146 

Katharine Wilson Conroy '64 

791 Webster Avenue 

New Rochelle, New York 10805 

Mary Prendergast Kalagher '56 

8609 Fox Run 

Potomac, Maryland 20854 

Sue Bearden McNamara '65 
786 Vernon Avenue 
Glencoe, Illinois 60022 



CLUB PRESIDENTS 
Boston 

Joan Donohoe O'Neil '61 
25 Morse Road 

Newtonville, Massachusetts 02 1 6 1 
Chicago 

Ruth Craddock '64 

1255 Sandburg Terrace, Apt. #509 

Chicago, Illinois 60610 

Cleveland 

Dorothy Dienhart Rotolo '53 
3104 Falmouth Street 
Shaker Heights, Ohio 44120 

Connecticut River Valley 
Mary Peirce Connor Burke '63 
94 Plymouth Lane 
Manchester, Connecticut 06040 

Detroit 

Maureen White Mercier '59 

436 Washington Road 

Grosse Pointe, Michigan 48236 



New York City 

Judith Mullen Connorton '66 

309 Avenue C 

New York, New York 10009 

New York (Westchester) 
Dorothy Bohen Graham '59 
7 Laken Terrace 
New Rochelle, New York 10801 

New York (Northern New Jersey) 
Barbara Fortunato Hurley '62 
22 Yale Terrace 
Montclair, New Jersey 07043 

New York (Long Island) 
Martha Morgan Kenny '64 
36 South Drive 
Plandome, Long Island, New 
York 11030 

New York (Lower Connecticut) 
Susan Roy Patten '64 
83 Buttonwood Lane 
Darien, Connecticut 06820 

Philadelphia 

Glenna La Salle Keene '59 

320 Stafford Avenue 

Strafford, Wayne, Pennsylvania 19087 

Rhode Island 

Anne McCarthy Conlon '66 

145 Don Avenue 

Rumford, Rhode Island 02916 

Washington, D.C. 
Maureen Harnisch '66 
668 Maryland Interstate 
Maryland Avenue, N.E. 
Washington, D.C. 20002 



33 



Photographed at the September 24-26 
Alumnae Weekend were: top, Kathy 
Brosnan Dixon, Carol Hibbert Lynch, 
and Marilyn Flynn McGuire, all mem- 
bers of the class of '66; center. Sister 
Elizabeth Sweeney, Provincial of the 
Washington Province of the Society of 
the Sacred Heart, and Catherine Rogers 
'51; and bottom, Joan Donohoe O'Neil 
•61. 




9S 





34 



Others seen at Alumnae Weekend Fes- 
tivities included: top, President Whalen 
and Patricia Ryan Grace '66; above, 
Sister Loretta Santen and Ms. Gillian 
Whalen, wife of the president; and left, 
trustee Roger Putnam. 



Our Fathers 

Peripheral to, but closely allied, 
both in origin and organization, with 
the Newton College Alumnae Asso- 
ciation, is the Fathers' Club. This is 
currently undergoing a reorganiza- 
tion and a national board is being 
set up. Mr. John N. Burns of Co- 
hasset, father of Martha '72 is presi- 
dent of the club. Most of the board 
selections have not yet been finalized, 
but it will include Mr. William J. 
Gilbane of Providence, father of 
Helen '74 and Mr. Richard H. Nolan 
of Boston, father of Mary F. '55, Au- 
drey '58 and Mary T. '74. Stay tuned 
for further particulars. 

Children of Mary 

Newton's "Children of Mary" 
have met regularly through the years 
since the earliest days of the College. 
With the evolution of the concept of 
Marian Sodalities and the emphasis 
on Christian community living, hus- 
bands have been urged to join their 
wives at the meetings. 

One night a month, a group of 
alumnae from Newton and other 
Sacred Heart schools and their hus- 
bands come together in Barat House 
on the Newton campus to celebrate 
the Liturgy, listen to some thoughts 
by a guest priest, and have a discus- 
sion over coffee. 

The format of the meeting is flex- 
ible, the size of the group is usually 
between five and fifteen. The Liturgy 
is palpably a Eucharistic meal around 
a table. Some of the discussion topics 
have included: the "new" morality, 
a summary of old and new theologi- 
cal models, and the Berrigan broth- 
ers. One of the participants has com- 
mented: "Because the meetings are 
small, there is the opportunity for 
an honest interchange of thought 
and for growth in the understanding 
of new points of view and new op- 



tions offered to mature Christians. 
The Church's urgent need for men 
and women who reflect a Christian 
way of life coincides with our own 
need to grapple with and to articu- 
late some of the problems with 
which a complex world confronts us. 
The priests who come to celebrate 
the Eucharistic liturgy with us and 
then stay to help us in our discus- 
sions have, it is true, no easy an- 
swers. Yet, as we talk together, we 
come to realize the strength there is 
in our solidarity. We are inspired 
with fresh hope for the Church and 
for the world. Living in a period of 
cultural transition, a period of ques- 
tioned values and of a challenged 
ethic, we can help one another to 
discover Christ's message anew, op- 
erating today in the context of our 
present age, and requiring a deeper 
understanding and a firmer commit- 
ment than ever before." 

The meetings for the remainder of 
the year will be held on March 25 
(Day of Recollection), April 13, 
and May 11. Please contact Sister 
Claire Kondolf in Newton's Alum- 
nae Office for further particulars 
about these meetings. 



AASH and AMASC 

These organizations comprise the 
national and international member- 
ships of alumnae of Sacred Heart 
convents, schools, and colleges 
throughout the world. The Associ- 
ated Alumnae of the Sacred Heart 
(AASH) is the U.S. and Canadian 
organization, and its membership is 
astronomical. (All members of alum- 
nae associations of the individual 
schools hold membership in the 
AASH, since the individual alumnae 
associations or schools pick up the 
tab for the annual membership dues.) 

Nancy Bowdring '56, former 
president of the Newton College 
Alumnae Association, is executive 
vice president of the AASH and will 
assume the presidency next year. In 
a recent interview, Nancy com- 
mented on the history, goals, and 
future of the AASH. 

The AASH was founded in 1935, 
and Nancy stressed that she "would 
consider the AASH a service-oriented 
organization. It was started to help 
the schools, the religious, and the 
students." 

During World War II, for exam- 
ple, the AASH was instrumental in 
getting food and vitamins to devas- 
tated convents in Europe, and was 
thus responsible for saving the lives 
of thousands of students and re- 
ligious. And again in 1961, the 
AASH provided help to hundreds of 
Cuban refugees in Miami. 



36 



The AASH has met in conference 
every two years since 1935, except 
during World War II. The most re- 
cent conference was held in Detroit 
in May, 1971, and attended by 400 
(although Nancy pointed out that 
conference attendance usually num- 
bers upwards of 600). This number 
included 68 delegates from schools 
around the country, 38 alternate 
delegates, 124 Detroit area alumnae, 
135 out-of-town alumnae, and a 
number of religious. Unlike previous 



Sacred Heart alumnae on 
the national and 
international levels. 



conferences at which those attending 
sat for three days listening to reports, 
the Detroit Conference was orga- 
nized into discussion groups and 
workshops. Topics discussed in- 
cluded organizing AASH nationally, 
planning regional meetings and proj- 
ects, student exchange between Sa- 
cred Heart schools both nationally 
and internationally, and organizing 
continuing education for alumnae 
and friends. 

Three resolutions were adopted 
and sent from the conference. A res- 
olution affirming the right to life of 
the unborn child was sent to the 
American Bishops, and resolutions 
opposing war and urging fair treat- 
ment of prisoners of war were sent 
to Congress, the Bishops, and the 
United Nations. 

Upcoming conferences will be 
held in San Francisco in 1973 and 
in Boston in 1975. 

Nancy laid particular emphasis on 
the work of the AASH in two areas: 
the Student Exchange Program and 
the Emergency Loan Fund. Through 
the Student Exchange Program, a 
group of Sacred Heart high school 
students have been able to spend a 
semester in another Sacred Heart 
school in a different part of the coun- 
try. Besides making new friends, they 
have been able to learn of the dif- 
ferent cultures that other cities have 
to offer. 

The Emergency Loan Fund, which 
is supported by alumnae donations, 
provides loans to seniors in Sacred 
Heart Colleges who might be pre- 
vented from graduating due to an 
emergency situation. 

AMASC (the letters refer to the 
French title) is the World Associa- 
tion of the Alumnae of the Sacred 
Heart. This association holds inter- 
national council meetings of interest 
to all graduates of Sacred Heart 
schools around the world. Ms. Ig- 
nacia Areyzaga y Cavero is the pres- 



ident of the world association, which 
works primarily in Europe and in 
close association with the central 
government of the Society of the 
Sacred Heart. AASH sends its dele- 
gates to the AMASC conferences; 
the most recent was held in Palma 
de Majorca from January 30 to Feb- 
ruary 6 of this year. Topics of inter- 
est to all friends of the Sacred Heart 
and the alumnae's part in today's 
world of change were discussed. (An 
interesting footnote here: the Ma- 
jorca alumnae offer an apartment 
free of charge for the use of Sacred 
Heart alumnae throughout the year.) 

AMASC promotes the Society of 
the Sacred Heart around the world, 
recruiting students, and emphasizing 
charity, justice, social justice, and in- 
volvement in the third world. At the 
present time, at the urging of Mother 
General Concepcion Camacho, 
R.S.C.J., the AMASC is attempting 
to become more involved in the over- 
all pastoral action of the Church in 
the various countries; to insert itself 
in the Church's apostolate in already 
existing organizations, and, in 
Mother Camacho's words: "To par- 
ticipate in the Church's movements, 
with a vital sense of its responsibil- 
ity in the social order and in the 
name of a faith that is both living 
and lived out in its personal and 
communitarian dimensions." 

AMASC publishes a small maga- 
zine which may be subscribed to 
through Newton's Alumnae Office, 
or directly through Ms. Blanca 
Nerecan De Ugarte, Apartado 822, 
San Sebastian, Spain. 



37 



The Parietal 
Issue 

Patricia Byrne '74 



In the last issue of Newton 
Newsnotes, an article describing stu- 
dent responsibility in the area of 
regulating social policy included a 
reference to a committee that had 
been established to examine the feasi- 
bility of twenty-three hour visitation 
in the dormitories of the College. 
This group, which has come to be 
known as the Parietal Committee, 
included two alumnae, one faculty 
member, two administrators, one 
member of the Board of Trustees, 
and two parents, along with nine 
students. The committee examined 
twenty-three hour parietals in the 
light of the larger perspective of the 
future of Newton College, and so it 
found itself faced with many issues 
much more basic to the College than 
parietals. 

When this committee met in the 
fall of 1971, it was the first time that 
people representing all areas of the 
college community had gathered to 
discuss an issue of importance. 
Therefore, the members were deal- 
ing with the problem of how to com- 
municate a clear picture of Newton 
College to the ofT-campus commu- 
nity, as well as to the students, fac- 
ulty, and administration. This is 
obviously best done through discus- 
sion and personal contact. The com- 
mittee decided to initiate this discus- 
sion by sending a letter to all par- 
ents of students presently attending 
the College, giving them a bare out- 
line of the parietal issue. From the 
response the Dean of Students' of- 
fice received to this letter, and from 
the discussion which ensued on Par- 
ents' Weekend, it appeared that we 
had the beginnings of some open 
communication. The committee 
hoped that the parietal issue would 
be just the basis of discussion for 
larger issues affecting the College. 

In dealing with the specific issue 
of twenty-three hour visitation, the 
Parietal Committee composed a pro- 



posal to be brought before the stu- 
dent senate which would allow for 
the rights of every student in the 
dormitories, and would also make it 
necessary for the term "student re- 
sponsibility" to become a reality. On 
December 8, after an hour and a 
half of debate, the student senate 
passed the proposal, which made 
twenty-four hour parietals on week- 
ends legal on the campus, provided 
that every floor in the dorms could 
come to total agreement upon it. 
That is, the issue of parietals will 
now be brought back to the dormi- 
tories, and conditional upon a one 
hundred percent vote on every floor, 
the parietal hours will be from 11 :30 
am to 12:00 midnight Monday 
through Thursday, and from 11:30 
am Friday to midnight Sunday. This 
implies that there will be some floors 
who will accept extended weekend 
parietals, and some floors who will 
reject it, but it also implies that much 
serious discussion will be taking 
place in our dorms, and that every 
student will take responsibility for 
her decision. 

The passage of this proposal does 
not mean the end of the parietal is- 
sue on the Newton College campus. 
It does, however, mean the begin- 
ning of dealing with all issues of im- 
portance to the College in a larger 
perspective. It means the beginning 
of diverse groups of people, all of 
whom share an interest in the future 
of Newton, coming together on that 
common ground. The parietal issue is 
an important one, but it is by no 
means the most important one the 
College has faced or will face. But it 
is hoped that the facing of that is- 
sue is bringing about a larger under- 
standing of what we mean when we 
say we are a learning community. 



39 



Campuscope 



Programs 

Student counseling services at 
Newton have been expanded to in- 
clude employment counseling and 
increased personal and academic 
counseling. Job counseling is newly 
available in the Career Counseling 
Office two days a week. In the area 
of personal counseling, students from 
the Boston Theological Institute are 
on campus several days a week to 
talk with students; and two priests, 
Father McCall, and Chaplain Father 
Braunreuther, are available for coun- 
seling throughout the week. In the 
area of academic counseling, each 
freshman is now assigned to a fac- 
ulty member and an upperclassman, 
who then work together to help the 
student with any problems which 
might arise. 

Lecturers 

A press conference with Ian For- 
man and Muriel Cohen, education 
editor and writer for the Boston 
Herald Traveler, was sponsored by 
SCOPE (Student Commission on 
Progressive Education) on Septem- 
ber 23. Both Mr. Forman and Ms. 
Cohen stated that in many instances 
an alternative to the present educa- 
tional system developed as a result 
of a crisis situation. Mr. Forman also 
stressed the need for active participa- 
tion on the part of colleges in alter- 
native educational systems. 

Student Spotlight 

Meg Barres '72 of Elyria, Ohio 
and Nancy Brouillard '72 of Bel- 
mont, Massachusetts, both chemistry 
majors, received NSF fellowships to 
spend the summer of 1971 in re- 
search programs at Brown University 
and Wheaton College respectively. 



Norma Tanguay '72 of North 
Haven, Connecticut, 1971 president 
of Student Government, and Patty 
Coen '74 of Watertown, Massachu- 
setts attended the American Interna- 
tional Joint Student Union Confer- 
ence in Washington, D.C. in Octo- 
ber. The conference was sponsored 
by the U.S. National Student Asso- 
ciation and hosted by Georgetown 
University. Its purpose was to focus 
on the situation threatening South 
Vietnamese students, and thus enable 
the attending students to examine 
and respond to conditions resulting 
from an American-installed govern- 
ment in Saigon. The secondary pur- 
pose of the conference was to give 
the foreign students the opportunity 
to learn about the American student 
movement. 

Approximately twenty students 
representing Newton's English de- 
partment and drama club formed a 
participating audience on the De- 
cember 7 telecast of the WBZ-TV 
(Boston's Channel 4) news program, 
For Women Today. The show, hosted 
by Sonja Hamlin, had as its guests 
two improvisational actors whom 
the attending students had an oppor- 
tunity to observe and question. Ar- 
rangements at Newton for the ap- 
pearance of the students were made 
by Ms. Graeme Cole, assistant to 
the president; Mr. Frank Dolan, 
drama club moderator; and Ms. 
Rosalind Cowie, director of the di- 
vision of language, literature, and 
communications. 



40 



Anne Berry '72 of Stamford, Con- 
necticut was one of the panelists in 
a discussion entitled Changing Cur- 
ricula in Catholic Colleges at a meet- 
ing of the National Catholic Educa- 
tion Association, New England Unit, 
held at the College in December. 
Anne appeared on the panel along 
with the president of Sacred Heart 
University, the vice-president of St. 
Louis University, an alumna from 
Rivier College, and a professor from 
Amherst College. 

Diane Vigneau '72 of Bridgewater, 
Massachusetts, a biology major, has 
been accepted as a participant in the 
spring 1972 Undergraduate Honors 
Research Participation Program at 
the Argonne (111.) National Labora- 
tory. She will be working in the Ra- 
diological Physics Research Division. 
Diane spent the summer of 1971 in 
a ten-week program at the Oak 
Ridge (Tenn.) Institute of Nuclear 
Studies. 




Staffacts 

Replacements and Additions 

Ms. Markey Burke, director of 
admissions from February 1 970 to 
June 1971, and currently part-time 
director of career counseling, has re- 
assumed the directorship of the ad- 
missions program for 1971-72. She 
replaces Ms. Carole Neri who left 
the College in November to be mar- 
ried. Ms. Nancy Hines of the ad- 
missions office has assumed the re- 
sponsibilities of the office of career 
counseling and will divide her time 
between the two offices for the re- 
mainder of the year. Ms. Burke will 
continue to supervise the develop- 
ment of the career counseling serv- 
ices for the rest of the year. In his 
announcement of the changes in 
staff, President James J. Whalen 
stated in part: "We are most fortu- 
nate to have Markey Burke, for she 
brings the continuity of leadership 
that we greatly need in this area. 
. . . Nancy Hines has done a fine 
job in the admissions office, and we 
hope that she will find the career 
counseling program to be equally at- 
tractive, and an opportunity to 
broaden her experience in educa- 
tional administration. ... I am 
very happy that we have the person- 
nel depth to be able to make these 
changes in the administration, and I 
know that both jobs will be handled 
very well." 

Newsmakers Here 

Dr. Ubaldo DiBenedetto, pro- 
fessor of Italian and Spanish, was re- 
cently written up at length in Boston 
newspapers for his revolutionary 
theories regarding Cervantes and 
Don Quixote. (See Newton News- 
notes, II, 3, July '70, pp. 6-10.) Ar- 



41 



tides entitled "Don Quixote Seen as 
Political Satire" and "Quixote Really 
a Satirist?" appeared in the Novem- 
ber 21 Boston Globe and the No- 
vember 28 Boston Herald Traveler 
respectively. 

. . . and There 

Rev. Francis M. Conroy, College 
Chaplain in 1969-70, is the newly 
appointed director of the Boston Ro- 
man Catholic Archdiocesan Draft 
Counselling and Information Service 
which opened in August. Father 
Conroy commented, as reported in 
the August 6 issue of the Boston 
Globe: "Four years ago it probably 
would have been impossible to es- 
tablish this kind of an office here. 
But now the Vietnam War has made 
many Catholics face up to the mad- 
ness of modern war, and so it is a 
lot easier to give draft counseling 
today. . . . Our job is to provide 
the information, the facts about the 
law and about the Church's position 
on war and the draft. We will take 
no sides in any of the problems, but 
we will support each youth in what- 
ever decision he makes." 



Making the Rounds with 
J.J.W. 

September — Was a guest at the home 
of Mr. and Mrs. R. Sargent Shriver 
in Hyannisport for a dinner attended 
by Mrs. Joseph P. Kennedy and 
some other members of the Kennedy 
family. Dr. Whalen spoke with the 
Kennedys about Newton and the So- 
ciety of the Sacred Heart. 
October — Travelled to New York 
City to meet with trustees and to 
work on the College's development 
program. 

October — Attended the Annual 
Meeting of the American Council 
on Education in Washington, D.C. 
November — Was guest speaker at a 
luncheon of the Rhode Island Club 
of the Newton College Alumnae. 
November — Travelled to New York 
City to visit and discuss development 
with T. Vincent Learson, chairman 
of the Board of Trustees, and several 
other trustees. He also met with some 
alumnae, and on the following day 
met with other trustees and college 
fund raising counsel at a luncheon. 
November — Travelled to Chicago 
and Pittsburgh to visit foundation 
groups in both cities. While in Chi- 
cago he met with parents and, along 
with Sister Claire Kondolf, was guest 
of honor at a dinner meeting of the 
Chicago Alumnae Club, held at the 
home of Sue Bearden McNamara 
'65, a member of the National 
Alumni Council. 



December — Met with Jerome 
Twomey, father of Diane '70 and 
Carol '75, and Thomas McGann, fa- 
ther of Anne '73, regarding the Par- 
ents' Fund portion of the Annual 
Giving. He also met with two groups 
of alumnae, including about twenty 
alumnae who gathered at the 91st 
Street Convent of the Sacred Heart 
in the first of a series of small meet- 
ings to be held throughout the New 
York area. While in New York, Dr. 
Whalen was also a dinner guest of 
Mr. and Mrs. William Regan, par- 
ents of Grace '72. 

December — Returned to New York 
to meet with Mr. Learson and to 
visit some friends and alumnae of 
the College. 

January — Attended the Annual 
Meeting of the Association of Amer- 
ican Colleges in Washington, D.C. 
and met with development and foun- 
dation people in Washington. 
January — Travelled to New York 
and Washington, D.C. to meet with 
trustees and foundation people. 



42 



Newton Books 



The Abduction 

By Maxine Kumin 
Harper and Row, 1971 

The author of The Abduction, a 
well-known figure in the literary 
world, is an instructor in creative 
writing at Newton, and began her 
literary career by writing children's 
books, more than twelve of which 
have been published. She is also the 
author of The Nightmare Factory, 
The Privilege, and Halfway (all 
books of poetry), and The Passions 
of Uxport and Through Dooms of 
Love (both novels). In addition, her 
poetry has been published in a num- 
ber of national magazines. 

In writing a novel, Ms. Kumin 
usually begins with a character in a 
conflict which she wishes to explore. 
She does not know the outcome of 
the novel at the beginning, but in- 
stead writes to find out what will 
happen. She begins with half-formed 
ideas and then steals scenes and char- 
acters from life to resolve the con- 
flict. Ms. Kumin, the mother of three 
children, likes to write for a few 
hours in the morning, feeling that if 
she can write two pages every day 
it is a great accomplishment. 




Photo by Jed Fielding 



Ms. Kumin, who joined the New- 
ton faculty in September, holds a 
B.A. and an M.A. from Radcliffe. 
She served on the faculty at Tufts 
University for six years, and for four 
years was a consultant to the Board 
of Coordinated Educational Services 
in Nassau County, New York. 

At the end of Maxine Kumin's 
novel, The Abduction, the black 
child, Theodore, asks, "So where do 
I belong?" a question which, he in- 
sists, "I got every right" to ask. This 
question and a tentative answer form 
the thematic center of this intricate 
and compelling novel. 

Theodore, whose father is dead 
and whose mother has returned to 
South Carolina, has been selected for 
an experimental education program 
for children from the slums of Wash- 
ington, D.C. During the racial 
clashes following the assassination 
of Martin Luther King, he is ab- 
ducted by Lucy Starr, Jewish, sensi- 
tive and separated from her husband, 
and taken to Carmel, California, 
where, Lucy hopes, her lover, Bernie 
Hoffman, will join them to complete 
her "family." Lucy's fantasy col- 
lapses when Bernie chooses to stay 
with his own family. Theodore's 
story, told in his own words, is wo- 
ven through the stories of Lucy and 
Bernie to culminate in a section of 
his own, "All About Me Theodore." 
His question, like a momentary vis- 
ion, casts light on all three charac- 
ters. It not only reveals the potential 
of this gifted ghetto child, but it also 
underscores the ambiguity of the 
lives of Lucy and Bernie. While they 
may have assisted in his awakening, 
they have not answered and perhaps 
have never asked his question of 
themselves. 

Lucy Starr, whose story is told in 
Part L has suffered as the only child 
of two lawyers preoccupied with 
their profession. She has felt failure 



43 



in her marriage in her inability to 
give her husband sons. She has ex- 
perienced the dissolution of that 
marriage after the death of her 
younger daughter. She has realized 
that even her older daughter, Cindy, 
who calls her to Germany during a 
temporary desertion by her German 
boy friend, no longer needs her. 
When she meets Bernie Hoffman 
during their mutual involvement in 
the education of ghetto children, 
Theodore becomes the symbolic 
child of their love. 

Bernie Hoffman, whose story is 
told in Part II, is an Aryan German, 
who has been scarred by the acci- 
dental death of his father, the death 
of his sister in an air raid and by his 
adolescence in a Germany occupied 
by Americans. His passport to Amer- 
ica is his marriage to a vacationing 
American girl. After four children, 
who, he feels, are not entirely worthy 
of him, a successful academic career 
and a series of affairs, he leaves the 
academic world for social action, and 
falls in love with Lucy. Bernie, how- 
ever, has not the courage to risk his 
hard-won comfort and success for 
her. Taking his asthmatic wife and 
his children, he returns to academic 
life in California and does not heed 
the calls of Lucy to realize her fan- 
tasy with him and Theodore. 

Each of these characters vacillates 
between their new relationship and 
the relationships of the past that 
reach into the present. Lucy, in visit- 
ing her daughter Cindy, would like 
to tell her of her own love for Bernie. 
She desperately wishes Cindy needed 
her as she, sensing Bernie's desertion, 
needs Cindy. Bernie easily accepts 
his daughter's living with an artist 
in Greenwich Village because he sees 
her happiness as parallel to his with 
Lucy; but he is blind to the warning 
of her attempted suicide when the 
artist moves back to his family. 
Theodore compares Lucy to his own 



mother who has abandoned him. 
But after Lucy's breakdown, it is 
one of his own people who comforts 
him. Only when Lucy and Bernie 
meet at the hospital bed of Theodore 
does the new relationship achieve full 
if precarious reality. 

The novel moves delicately back 
and forth between the halting, first- 
person narrative of Theodore to the 
stories of the two people he brings 
together. The backgrounds of their 
families provide density and fullness. 
The prosperous middle-class life of 
Lucy, despite her doing everything 
that is expected of her, leaves her 
bereft and vulnerable to the bril- 
liance of Bernie. His childhood in 
war-torn Germany teaches him to 
live by his wits and turns him into 
an ambitious, hard-driving, and quite 
pitiless man, grabbing what pleas- 
ures come his way. The novel gains 
solidity as it progresses by the shift 
in focus from Lucy to Bernie and by 
the view of both of them that Theo- 
dore provides. 

The portrayal of the relationships 
of Lucy, Bernie, and Theodore sug- 
gests that the answer to Theodore's 
question, at least in the mind of 
Lucy, is "Wherever I am loved and 
needed," but the larger and more 
complicated issues, not only from 
the past but also from the world be- 
yond the three, continually break in 
to shatter the unity of black, white, 
and Jew. Bernie's childhood in Ger- 
many with the reality of the persecu- 
tion of the Jews and the racial ten- 



sions of America in the sixties com- 
pete with the humble efforts of indi- 
viduals. Lucy's dream family, bound 
together by love, may be a turning 
point for one black child, but it can- 
not overcome the gulf created by the 
forces of events and places that have 
formed these people. And Theodore 
is, after all, Theodore. 

H. Rosalind Cowie, Ph.D. 
Chairman of the Department of 
English 

Director of the Division of Lan- 
guage, Literature, and Communi- 
cations 



44 



Alumnaeyents 



Kudos 

Delma Sala Fleming '54 is a vol- 
unteer teacher of Interpersonal Dy- 
namics and chairman of the Sex 
Education Program and Theology 
Dialogues Club at the Convent of the 
Sacred Heart in Ponce, Puerto Rico. 
Her husband is chairman of the 
newly organized Board of Directors 
of the Convent, and Delma herself 
is responsible for organizing alum- 
nae, parents, students, and citizens to 
keep the Convent School open and 
working after the Province of the 
Sacred Heart announced it could no 
longer fully staff and support the 
school. An ambitious scholarship 
program has been begun, involve- 
ment in community and world prob- 
lems is being encouraged, and the 
school has been given a new direc- 
tion in harmony with the spirit of the 
Sacred Heart Order and the Church 
today. 

Judy Goodnow Prus '58 designed 
the new international headquarters of 
Kentucky Fried Chicken in Louis- 
ville. 

Mary Egan '60, a practicing at- 
torney for six years, was a city coun- 
cil candidate in Springfield, Mass. 
this fall, stressing her knowledge and 
experience in the areas of consumer 
protection, municipal finance, and 
ecology. 

Mary Jane Larkin '64 has been 
named an officer of the First Na- 
tional City Bank in New York, where 
she works in the International Bank- 
ing Group, European Division. 

Sandy Mosta Spies '68 has been 
promoted to the position of survey 
director at Opinion Research Corpo- 
ration in Princeton. She will be re- 
sponsible for directing all phases of 
research involving financial relations, 
marketing evaluation, and press and 
public relations. 

Ann Impink '70 is now employed 
by the Muskie Election Committee. 



She is taking a two-year leave of ab- 
sence from her studies at American 
University for an M.A. in Interna- 
tional Relations, to be regional co- 
ordinator of the Youth Coalition for 
Muskie in New York, New Jersey, 
and Pennsylvania. 

Sister Geraldine Noonan, S.P. 
'70 is public relations representative 
for the Sisters of Providence and 
editor of their "Community News- 
letter." She recently prepared an 
eight-minute newscast, televised in 
Springfield, on the members of her 
community who are working in out- 
side institutions. 

Nancy Riley '70 is a second year 
candidate for an M.P.H. at the Uni- 
versity of Michigan. She has a dual 
major in public health administration 
and health planning, and holds an 
N.I.H. traineeship grant. She has 
been selected as a member of the 
President's Task Force at U.M., 
studying the program and curriculum 
of the health services administration 
majors. She is also in the process of 
preparing a paper for publication 
with one of her professors on "A 
Queueing Analysis of the Free Peo- 
ple's Clinic in Ann Arbor." 

GiGi Pardo '71 is a Ph.D. candi- 
date at the University of Miami's 
Center for Advanced International 
Studies. She holds an NDEA Title IV 
graduate fellowship, is doing re- 
search in the politics of underdevel- 
oped countries and exile groups, and 
is serving on UNESCO's Youth 
Commission. 

Susan Alfano '71 is a candidate 
for an M.S. in Nutritional Biochem- 
istry and Metabolism at MIT. She 
spent the summer visiting India, Ne- 
pal, Ceylon, Thailand, Hong Kong, 
Malaysia, and Indonesia; plans to 
live in the Far East next year, work- 
ing with an international organiza- 
tion in nutritional planning and de- 
velopment. 



45 



Class Notes 



53 



Mrs. William J. Porell 
(Alice Reardon) 
13 Everett Avenue 
Winchester, Mass. 01890 



Mary King Supple attended the Alum- 
nae Weekend in Sept. 



51 



Mrs. William J. Porell 
(Alice Reardon) 
13 Everett Avenue 
Winchester, Mass. 01890 



Returning to Newton for their 20th re- 
union were Pat CAhfNiNG Alberding, 
Elaine Cortelli Crawley, Anne 
Elcock Sullivan, Mary Keating 
Carmody, Madeline Mahoney Bilo- 
DEAU, Tess McGrath McGuire, Mimi 
O'Hagan, Margarita Pasarell Kleis, 
Catherine Rogers, Anne Sullivan 
DuFFiN, Agnes Wellings Hart, and 
Marianna McIntyre Burke. In addi- 
tion to the on-campus activities, class 
members met for a Friday evening party 
at the home of the class chairman, 
Agnes Wellings Hart. 



53 



Mrs. William J. Porell 
(Alice Reardon) 
13 Everett Avenue 
Winchester, Mass. 01890 



Helena Jani Hurley came east from 
California in August with her husband 
and children. They arrived in Washing- 
ton, D.C. and later drove to New York 
to visit Mary Jani Englert '51 on 
Staten Island. Then the Hurleys and 
Englerts and Franny Jani '69 all drove 
to Massachusetts to vacation at Web- 
ster Lake. 



Mrs. Emlyn V. Mitchell 
(Pat LeClaire) 
61 Beech wood Road 
Wellesley, Mass. 02181 



Barbara Powell's September wedding 
to Fred Good, brother of Sister Irene 
Good, R.S.C.J. '50, brought several 
alumnae together for the day. At the 
reception at Woodland Golf Club in 
Newton were Jeanne Hartford Savage 
and Dick, Barbara Kelley Connelly 
and Art, and Betty Ann Reilly '55. 



54 



Mrs. Emlyn V. Mitchell 
(Pat LeClaire) 
61 Beech wood Road 
Wellesley, Mass. 02181 



Delma Sala Fleming, Bill, and their 
four children, aged nine through fifteen, 
are living in Ponce, Puerto Rico. Bill is 
a psychiatrist and Delma assists in his 
office, and is a volunteer teacher of In- 
terpersonal Dynamics and chairman of 
the Sex Education Program and The- 
ology Dialogues Club at the Convent 
of the Sacred Heart there. Her hus- 
band is chairman of the newly organ- 
ized Board of Directors of the Convent, 
and Delma herself is responsible for 
organizing alumnae, parents, students, 
and citizens to keep the Convent School 
open and working after the Province of 
the Sacred Heart announced that it 
could no longer fully staff and support 
the school. An ambitious scholarship 
program has been begun, involvement 
in community and world problems is 
being encouraged, and the school has 
been given a new direction in harmony 
with the spirit of the Sacred Heart 
Order and the Church today. 



46 



55 



57 



59 



Mrs. Emiyn V. Mitchell 
(Pat LeClaire) 
61 Beech wood Road 
Wellesley, Mass. 02181 



Elizabeth Wheelwright represented 
the class at the general Alumnae Week- 
end in September. 



56 



Miss Joan J. Hanlon 
5 Felton Court 
Saugus, Mass. 01906 



At the 15th reunion and general Alum- 
nae Weekend in September were: Mar- 
got Bourgeois Miller, Ursula Caha- 
LAN Connors, Kathryn Galvin 
White, Mary Leary, Sheila Mc- 
Carthy HiGGiNs, Sheila Murphy Mad- 
den, Gail O'Donnell, R.S.C.J., Mary 
Prendergast Kalagher, Jean Wal- 
lace Russo, and Mary Ford Whalen 
KiNGSLEY. A Friday evening class party 
was held at the home of Sheila Mc- 
Carthy Higgins, class chairman. 



Miss Joan J. Hanlon 
5 Felton Court 
Saugus, Mass. 01906 



58 



Mrs. Bernard J. Dwyer 
(Rosemary Stuart) 
511 V.F.W. Parkway 
Chestnut Hill, Mass. 02167 



Judy Goodnow Prus designed the new 
international headquarters of Kentucky 
Fried Chicken in Louisville. Her hus- 
band Michael, a graduate of Wayne 
University College of Medicine, is prac- 
ticing in Grosse Pointe, Michigan. Their 
youngest child, Jeffrey, is a "miracle 
child," who, due to an Rh negative 
problem, required three in utero trans- 
fusions. 



Mrs. William J. Casey 
(Maryjane Mulvanity) 
28 Briarwood Drive 
Taunton, Mass. 02780 



Sue Collins Russell has written a 
fascinating account of her life in La 
Paz, Bolivia, where her husband Ron 
supervises the entire U.S. loan program. 
She and her family have been first-hand 
witnesses of several revolutionary at- 
tempts to overthrow the country's gov- 
ernment. . . . Jltdy Laird Wiley and 
her husband, John, who designs com- 
puter devices for Honeywell, are avo- 
cado growers and have become mem- 
bers of the California Avocado Growers 
Cooperative in their new home state. 
Judy, the mother of Julia, 10, and Jus- 
tin, 9, is also a board member of the 
Escondido League of Women Voters 
(in charge of environmental quality 
items). . . . Bonnie Walsh Stoloski 
summered at her family's home in 
Wellesley, Mass. after her brother Cor- 
bett's ordination as a Jesuit. Bonnie has 
become an avid golfer and an involved 
Chicago suburbanite, participating in 
the Northfield Garden Club and the 
League of Women Voters. . . . Ellen 
Nelson White took a sabbatical leave 
from her teaching position this fall, and 
she and Dave toured Europe in Octo- 
ber. . . . Class secretary Maryjane 
Mulvanity Casey spent a busy sum- 
mer tutoring several high school boys 
in English and history. (Ed. note) 



47 



60 



Miss Julie A. O'Neill 

59 Mystic Street 

West Medford, Mass. 02155 



Wrapping up our reunion resume: 
Peggy Flynn Lee worked at IBM and 
Joseph Kaye and Company as a mathe- 
matician after graduation. She and her 
husband Jim, who works in insurance 
and investments, live in Jamaica Plain, 
Mass. with James, 5, and Robert, 3. . . . 
MiMi Stephan Lorch received a B.S. 
from Loyola University in 1961 and an 
M.A. in psychological counseling from 
Notre Dame in 1970. She worked in the 
Notre Dame Counseling Center for two 
years, and is presently employed by the 
University of Michigan Medical Center 
as a clinical social worker. She is also 
involved in the peace movement, the 
Women's Liberation Movement, and in 
responsible group encounter movements 
in education and psychology. She has 
three children: Mimi, 12, Debbie, 10, 
and Lisa, 9. . . . Rosemary Mara- 
VENTANO McCooK attended Brooklyn 
College after graduation to earn addi- 
tional teacher training credits for her 
New York City license, and then spent 
a year teaching in New Hyde Park. She 
and her husband John, who is employed 
in industrial sales, are now living in 
Syosset, N.Y., where Rosemary, the 
mother of John, 8, and Missy, 6, is 
active on school and church commit- 
tees. . . . Kathy Runkle O'Brien 
worked for Marshall Field and Com- 
pany in Chicago before marrying Tom 
who is with the International Paper 
Company. Last year they moved to 
Rowayton, Conn, with their three boys: 
Tom, Jr., 9, Sean, 7, and Timothy, 5. 
. . . Stella Clark O'Shea met her 
husband Richard in high school, and 
was married in I960. They have be- 
come the busy parents of four children: 
Dan, 10, Kara, 9, Molly, 7, and Tim, 4. 
Stella is working as a volunteer at the 
Human Resources School for Handi- 
capped Children in New York; her 
husband was the executive producer of 
three television specials in 1970. . . . 
Mary Galvin Prouty has recently 



settled in Hingham, Mass. after spend- 
ing six years travelling across the coun- 
try as the wife of a U.S. Navy Pedia- 
trician. They have four children: Rob- 
bie and Scott, 10, Kurt, 6V2, and 
Heather, 2. Mary's prior activities in- 
clude teaching nursery school in Han- 
over, New Hampshire, Red Cross 
Bloodmobile work, and volunteer work 
for the Strawbery Bank Restoration 
Project in Portsmouth, New Hampshire. 
. . . Lynn Frenz Scrantom and her 
husband live in Richardson, Texas with 
Bill, 6, Card, 4, and Bobby, IV2. Lynn 
previously taught in Maryland and Illi- 
nois and took courses at the University 
of Maryland. . . . Cathy Donahoe 
Smith worked for the New York Life 
Insurance Company for five years after 
graduation. She now lives in Nashville, 
Tenn. with her husband Laird, a 
banker, and their son Edward, 2. Cathy 
is active in the Junior League, the St. 
Thomas Hospital auxiliary, the Ladies' 
Hermitage Association, the Cheekwood 
Botanical Gardens Society, and the 
Nashville Symphony Guild and Chorus. 
. . . Lorrie Silvester Smith was a 
teacher in Waltham, Mass. for two 
years and a substitute teacher and tutor 



in Pittsburgh for two years. In 1962 she 
married Larry, who is now employed 
by the Connecticut General Life In- 
surance Company. They are the parents 
of four children: Brian, 8, Barbara, 
6V2, Steven, 2, and David, 1. . . . 
Marie McCabe Stebbins and her hus- 
band Dick, a vice-president of the 
Colonial Bank and Trust in Waterbury, 
are living in Middlebury, Conn, with 
Laura, 9, Jennifer, 7, Gregory, 6, and 
Douglas, 4. Marie was a teacher in 
Warwick, R.I. after graduation; is now 
serving on the volunteer board of the 
Waterbury Easter Seal Society, and is a 
parish council member and coordinator 
of the CCD. program at St. John of 
the Cross parish. . . . Jane Waldron 
earned her M.A. in social work from 
Boston College, and has since held posi- 
tions in the field of psychiatric social 
work at the Catholic Charitable Bureau 
in Boston, the Worcester Youth Guid- 
ance Center, and at the Children's Day 
Treatment Center in Honolulu where 
she now resides. . . . Margaret 
DowLiNG Warner and her husband 
Richard were married in 1965. They re- 
cently moved from North Chatham to 
Marblehead, Mass. with Meghan, 3. 

. . Judy Romano Woods met Charlie 
during her sophomore year at Newton, 
and they were married shortly after 
graduation. Before her family (Karen, 
8, Susan, 7, Ann, 5, and Charles, Jr. 4) 
arrived, Judy was an elementary school 
teacher. The Woods now live in Pea- 
body, Mass., where Charlie practices 
law. . . . Mary Egan, a practicing at- 
torney for six years, was a city council 
candidate in Springfield, Mass. this fall, 
stressing her knowledge and experience 
in the areas of consumer protection, 
municipal finance, and ecology. . . . 
Attending the general Alumnae Week- 
end in September was Ursula Kent. 



48 



61 



Mrs. Robert M. Donahue 
(Julie Halleran) 
226 Dudley Street 
Brookline, Mass. 02146 



Pat O'Conor Mitchell and family 
moved to Mount Vernon, N.Y. from 
Bronxville in June. Pat is involved in 
the Junior League of Bronxville, the 
formation of a community board for 
the unwed mothers' program in Mount 
Vernon, and campaign work leading to 
the recently successful election of two 
new school board members to a Ne- 
anderthal School Board there, in hopes 
of curing "the affliction of 'mindless- 
ness' so well described by Charles Sil- 
berman in Crisis in the Classroom." 
She has also been elected to the Mount 
Vernon board of the League of Women 
Voters, is serving on the board of the 
Planned Parenthood Association of 
Southern Westchester, and teaches ten 
hours a week in the Homebound Pro- 
gram. Her husband Tom, who gradu- 
ated from Yale Law School in 1970, is 
working for a patent law firm in New 
York City. . . . Kathy Dwyer Laz- 
CANO has moved to Scituate, Mass. 
from New York. . . . Mary Walsh 
Grady is building a house in Cumber- 
land, R.I. . . . Gloria Novella Ur- 
ruela is now living in Auburndale, 
Mass. Her husband has been practicing 
at the Lahey Clinic in Boston for two 
years. . . . Maryann Morrissey Cur- 
tin has returned to teaching. . . . 
Ellen Mahony King is teaching skat- 
ing several hours a week. . . . Babs 
Kager Tobin has returned to Newton 
to bone up on the sciences in prepara- 
tion for attending medical school in 
the future. . . . Nancy McAuliffe 
Blake is active as a Mass. General 
Hospital volunteer and is Membership 
Chairman of the Opera Company of 
Boston. . . . Chairman of the 10th re- 
union in September was Brigid O'Sul- 
LiVAN Sheehan. In attendance were: 
Nancy Simpson Porter, Babs Kager 
ToBiN, Mary Alice Molloy, Rose- 
mary Hanley Cloran, Dianne Schon- 
land Sims, Eleanor Maher Collins, 



Carol McGee, Margot Bruguiere 
Martin, Mary Nolan Calise, Ann 
Gardenier Walsh, Gail Giere Col- 
lins, Catherine Hafey Swenson, 
Mary Fortin DeRose, Julie Hal- 
leran Donahue, Mary Ann Mc- 
Donald, Alice Coleman Riley, 
Gloria Novella Urruela, Karen 

SCHAUMBER FERGUSON, MaRTHA 

Clancy Rudman, Alice Coleman 
Riley, Ann Richmond Whalen, 
Kathy Dwyer Lazcano, Gay Landri- 
GAN Clasby, Nancy McAuliffe Blake, 
Sheila Flaherty Comerford, Mau- 
reen Mahoney Nolan, Kathleen 
O'Shea Accardo, Michelle Mc- 
Queeny Matthews, Sandra Irwin 
Heiler, Mary Walsh Grady, Nancy 
Larkin Carr, Ruth O'Neil Kenney, 
Maryann Morrissey Curtin, Pat 
Keating Durbrow, Kathy Hall 
Hunter, Ellen Mahony King, Linda 
Gray MacKAY, Margo Dineen Muc- 
cia, Joyce Murray Hoffmann, and 
Barbara Feeley O'Brien. . . . Class 
secretary Julie Halleran Donahue is 
the Boston Opera Company's Program 
Chairman and will serve for the next 
two years as National Council Repre- 
sentative of the N.C.S.H. alumnae. (Ed. 
note) 



63 



Mrs. Paul J. McNamara 
(Mary Hallisey) 
46 Mayflower Road 
Chestnut Hill, Mass. 02167 



Kitsy Cavanaugh Fogarty, Richie, and 
Richard, 6, Kathleen, 4, and Suzanne, 
3, are now living in Darien, Conn. Kitsy 
keeps busy stenciling hand painted 
furniture. . . . Marsha Whelan, 
R.S.C.J. has returned to CarroUton in 
Miami after preparing for her final 
vows at Newton. During the summer 
she attended a prayer institute in Ken- 
tucky and a ten-day yoga retreat in 
Connecticut. . . . Anne Crowley 
Kelly and Frank are living in Scars- 
dale, N.Y. with Kevin, 7, Timothy, 5, 
Brian, 3, and Christopher, 1. Anne is 
on the education commission of the 
parish council and hospitality chairman 
of the Marian Guild at the Church of 
St. Pius X; Frank is an account execu- 
tive for Martin E. Segal Company. . . . 
Ellen Markey Thurmond and Peter 
are living in West Newton, Mass. with 
Peter, 7, Christine, 5, Julie, 4, Mark, 2, 
and baby Paul. Ellen held a parish re- 
ligious education class for high school 
students in her home last year; she also 
manages to find time to keep up with 
her golf and tennis. . . . Judy Moun- 
tain Kelley and Kevin are living in 
Waban, Mass. with Kevin, Jr., 8, Bar- 
bara, 7, Mary Elizabeth, 5, and infant 
John. Judy keeps fit with golf, tennis, 
and swimming. . . . Betty Eigo 
Golden and Bill, president of Crotty 
Brothers Food Service, live in West 
Newton, Mass. with Sheila, 7, Mimi, 6, 
and baby William, Jr. Betty is a volun- 
teer in the psychiatric ward of St. Eliza- 
beth's Hospital and a Pierce School li- 



49 



brary volunteer and Girl Scout coordi- 
nator. . . . Jackie Gegan Mooney 
and Bill, executive director of the Mas- 
sachusetts 4-H Foundation, live in Wil- 
braham, Mass. with Paul, 6, David, 2, 
and Kevin, 1. . . . Helen Bill Casey 
and Dick are the proud parents of a 
newly adopted son, Richard, Jr. . . . 
Liz Irish Keyser and John are living in 
Bronxville, N.Y. with their recently 
adopted son, Kevin William. . . . 
Thanks to Mary Ann Brennan Keyes 
who has served as class secretary for 
several issues, and who submitted the 
preceding news. Mary Hallisey Mc- 
Namara has accepted the secretary's 
position for the next issue. (Ed. note) 



63 



Mrs. William A. Person 
(Mary Jane Becherer) 
23 Windsor Street 
Chelmsford, Mass. 01824 



Mary Ann Burke Buckley, Jim, and 
their three children have moved to 
California where Jim has been named 
head of the institutions department of 
Eastman Dillon and Union Securities. 
Their new address is 532 Dalewood 
Drive, Orinda, California 94563. . . . 
Molly Clancy enjoyed a delightful 
trip to Ireland this past summer with 
her family. In Dublin she met Kay 
Kearney, and travelled with her back 
to London. . . . Carol Flynn has 
been busy travelling again, this time 
driving cross-country. . . . Margie 
Reiley Maguire's husband Dan is now 
teaching political and international 
ethics at Milwaukee's Marquette Uni- 
versity. ... Jo Egan Maguire, Frank, 
and Christina Ellen, 2, recently moved 
to Middletown, R.I. where Frank has 
been named chairman of the depart- 
ment of religion at Salve Regina Col- 
lege. Jo is completing two courses at 
Boston College for her M.A. . . . 
Barbara Mozino Walsh took time out 
from her busy schedule of modeling 
and instructing to vacation in Greece. 
. . . Sharon Leahy Mahar was a 
bridesmaid at Carolyn McInerney 
McGrath's wedding last spring. Caro- 
lyn and Jerry are now living in Man- 
hattan. 



64 



Mrs. John P. Birmingham, Jr. 

(Karen Murphy) 

8 Hillside Road 

Wellesley Hills, Mass. 02181 



Mary Jane Larkin has been named an 
officer of the First National City Bank 
in New York, where she works in the 
International Banking Group, European 
Division. ... At the general Alumnae 
Weekend in September were Kathy 
Wilson Conroy and Janet Regan. 



65 



Mrs. Richard J. Wasilauskas 
(Susan Wilson) 
242 Oakland Street 
Wellesley, Mass. 02181 



Pat Noonan Walsh, Brendan, Colm, 
4V2, and Nessa Ruth, 1, are living in 
Dublin where Pat is doing part time 
remedial teaching. Brendan is enjoying 
research and university lecturing and is 
chairman of the Irish Family Planning 
Rights Association. . . . Marianne 
Hall Hall and Tim are the parents of 
Timothy, Jr., 4V2, and twins Rosemary 
Marie and Mary Rose, 3. They are liv- 
ing in Hollywood where Tim is the 
chief clamper at the nearby LaBrea Tar 
Pits and Marianne is chairlady of a 
local community improvement group. 
... At the general Alumnae Weekend 
in September was Catey Howell 
Long. 



50 



06 



Mrs. David C. Hurst 
(Cathy Beyer) 
117 Central Street, #5E 
Acton, Mass. 01720 



Kathy Brady Quilter and Tom moved 
into their house in Grosse Pointe Farms 
at the end of July. Kathy has kept busy 
doing volunteer work at NARCO (Nar- 
cotics Addiction Rehabilitation Co-ordi- 
nating Organization). . . . Joyce Tas- 
siNARi Hurley, Paul, and Tara are liv- 
ing in Peabody, Mass. Paul, who has 
been owned by the Boston Bruins 
hockey team since he was seventeen, is 
playing on the Braves team in Boston 
this year. . . . Amy Comas O'Brien 
and family spent a month travelling in 
Brazil, Argentina, and Peru at Christ- 
mas. . . . Marilyn Flynn McGuire 
is now working as an administrative as- 
sistant to the registrar at Manhattan- 
ville. She is also a candidate for an 
M.A. in American studies there. . . . 
Margie Barritt is in Beirut for "at 
least" a year; claims that she is using 
her high school French to bargain in 
the bazaar. . . . Joyce Beck Hoy is 
teaching introductory philosophy and 
existentialism at Georgian Court Col- 
lege in Lakewood, N.J., and preparing 
her Ph.D. dissertation. David is also 
finishing his dissertation and is on the 
philosophy faculty at Princeton. . . . 
Mary Pat Baxter Baxter and George 
are living in Hartford, Conn, with their 
two children. . . . Pat Bergen Cun- 
ningham and George are living in 
Newton with Ginny, AVi, and Susan, 
IVi. George is employed as a sales 
manager with New England Telephone; 
and Pat is taking courses in crewel and 
creative drawing. . . . Carolyn Cas- 
SIN Driscoll and Jack, a grain broker 
and a member of the Chicago Board of 
Trade, are living in Chicago. Carolyn is 
an M.A. candidate in psychological 
counseling at Loyola, and is working at 
SRA on a math skill analysis kit to be 
published this spring. . . . Chairman 
of the 5th reunion in September was 
Cathy Beyer Hurst. Class members 
present were: Dorie Norton Wein- 



traub, Marilyn Bohrer Dewar, Kate 
Corbett Brady, Susie Marion Cooney, 
Karen Carty OToole, Pat Bergen 
Cunningham, Mary Ann Pasquale 
JuREK, Karen Sommer Brine, Sharon 
CuFFE Fleming, Carol Hibbert 
Lynch, Margie O'Brien Vail, Mari- 
lyn Flynn McGuire, Sandy Puerini 
Del Sesto, Diane Lapolla DiFiore, 
Joyce LaFazia Mollicone, Betsy 
Hemenway Redgate, Jan Sacco, 
Kathy Brosnan Dixon, Eugenie Webb 
Maine, Mary Ellen Conway, Sheila 
McIntyre Barry, Val Barber Brew- 
ster, Louise Mazyck Woodruff, Jane 
Lenehan Lewis, Judy Schneider 
Stanley, Joan Candee Collins, Jo 
Bogert Pieper, Betty Wahn, Martha 
Roughan, R. S.C.J. , Peggy Baden- 
hausen French, Mary Pat Baxter 
Baxter, Pat Ryan Grace, Ann Marie 
Carroll, Judy McCluskey Flood, Ann 
McCarthy Conlon, Midge Kramer 
WiLKER, Skeetie McCabe Sharp, 
Sandy Thaxter Somma, Terry An- 
coNA Orueta, Anne Sweeney Valko, 
Jane Bianco Kelly, Louise Pizzuto 
Holland, and Mary Jean Sawyers 
Krackeler. 



67 



Mrs. Paul W. O'Gara 
(Michele Mastrolia) 
14 Acorn Street 
Boston, Mass. 02108 



JuDi Foster was awarded a Ph.D. in 
biochemistry from Boston University 
Medical School in May, and is now on 
a post-doctorate government fellowship 
at the University of Utah in Salt Lake 
City. . . . Julie Gilbert received her 
Doctor of Laws degree from Harvard 
in June. . . . Marilyn Fu was recently 
named an administrative assistant in 
the administration department at Chem- 
ical Abstracts Service in Columbus, 





1 




1 



Ohio. Marilyn joined CAS in 1967 as 
an assistant editor. She is also an 
M.B.A. candidate at Ohio State and a 
member of the American Chemical So- 
ciety and Kappa Gamma Pi. . . . 



51 



Kathy Riley, a WAVE lieutenant, re- 
cently became the first woman ever as- 
signed to the Air Test and Evaluation 




Official photograph, U.S. Navy 



Squadron of the Pacific Missile Range 
in Point Mugu, Calif., when she as- 
sumed the post of personnel officer 
there in November. . . . Elyse Dem- 
ERS, Faith Brouillard Hughes, and 
Margaret Glynn attended the Alum- 
nae Weekend activities in September. 



68 



Mrs. Peter F. Franzosa 

(Alicia Guedes) 

8 Wetherell Street 

Newton Upper Falls, Mass. 02164 



Joanne Dempsey is spending a year in 
London. . . . Chris Crowley White 
and Jack are the parents of two chil- 
dren. Jack is on the faculty at the New- 
ton Country Day School, and Chris is 
back at Newton taking courses. . . . 
Sandy Mosta Spies has been promoted 
to the position of survey director at 
Opinion Research Corporation in 




Princeton. She will be responsible for 
directing all phases of research involv- 
ing financial relations, marketing evalu- 
ation, and press and public relations. 
. . . At the September Alumnae Week- 
end were Elizabeth Hastings En- 
GELKE, Ann Dolan Kenney, Diane 
Lillis McAleer, and Chris Comeau 
Mullen. 



69 



Miss Mary Gabel 

374 Chestnut Hill Avenue 

Brighton, Mass. 02164 



Teddy Thompson received an M.A. 
in Spanish from Middlebury College in 
August, and began teaching at Brock- 
ton (Mass.) High School in September. 
. . . Anne Perez is a Boston social 
worker, living in Cambridge. . . . El- 
len Kane Treat and her husband are 
back in the U.S. and are both social 
workers. . . . Patricia Kenny Sere- 
met is assistant women's editor for a 
Springfield newspaper. . . . Pamela 
DeLeo Delaney works as a para-legal 
assistant for the New York City law 
firm of Kaye, Scholler, Shames, and 
Hyde. Her husband Carroll is a bonds 
salesman. . . . Patricia O'Callaghan 
has moved to Washington, D.C. after 
having worked at the U.N. as a trans- 
lator. . . . Mary Carroll is employed 
by a public relations firm in New York 
City. . . . Carol Romano, after 
spending last summer in Europe, is 
teaching English at Wakefield (Mass.) 
High. . . . Esther Fitzgerald works 
for Pan Am, and has been around the 
world in thirteen days. . . . Kathy 
Donovan Muxie is the mother of year- 
old Susan. . . . Susan Power is teach- 
ing ancient and medieval history and 
French at Canton (Mass.) High School. 
. . . Polly Glynn Kerrigan now lives 
in New York City where her husband 
attends Fordham Law and works for 
the U.S. Parcel Service law department. 
. . . Donna Delahanty has a busy 
schedule teaching school in Newton and 
working at Valle's Restaurant. . . . 
Ellie Parks Mullen and her husband 
have bought a new home in Needham, 
Mass. . . . Mary Pat Haberle is at- 
tending Boston College graduate school. 
. . . Mary Beth McGrail is at Tufts, 
pursuing a graduate degree in political 
science. . . . Ginny Turner teaches at 
the Jeremiah Burke School in Boston. 
. . . Donna Paulino received her 
M.A. from the University of Virginia. 
. . . LiLA Mellen spent last summer 
in Europe with the Experiment in In- 



52 



ternaiional Living. . . . Peggy Han- 
ratty and Cindy O'Toole live in Bos- 
ton on Beacon Hill. . . . Susan Fuiks 
Cote is living in Minnesota. . . . Susan 
Davies Hencken, John, and Scott live 
in Trenton, New Jersey. . . . Carol 
Murphy Starkey and David are living 
in Connecticut. . . . Charline Boud- 
reau has earned her M.A. from Boston 
State. . . . Alicia Brophey and Kathy 
Curry are completing their third year 
at Boston College Law School. . . . 
Jane Whittaker teaches at the Whit- 
man-Hanson (Mass.) Regional School. 
Class secretary Mary Gabel spent a 
few days visiting Paula Fisher Hayes, 
mother of year-old Neil, in Grosse 
Pointe last summer. She and Pam De- 
Leo Delaney and Mary Carroll were 
attendants in Polly Glynn Kerrigan's 
late summer wedding. (Ed. note) 



70 



Miss Mary E. Downs 
49 Ackers Avenue 
Brookline, Mass. 02146 



Julie McCarthy received an M.Ed, 
from Boston University and is continu- 
ing graduate work there in school psy- 
chology. . . . Lucille Fallon is 
working as an administrative assistant 
at Rockefeller University in New York 
City, after completing a course at Katy 
Gibbs. . . . Nancy Axthelm is now 
an assistant producer at Grey Adver- 
tising in New York. . . . Roslin 
Moore is presently studying for a mas- 
ter's degree at B.U. School of Theology, 
and is living with Nancy Hines who 
works in Newton's admissions office. 
. . . Meg Finn has returned to the 
University of Michigan as a grad stu- 
dent and teaching fellow in classics 
after visiting Ireland last summer. . . . 
Nancy Durkin has received her M.A. 
in French from Middlebury, and spent 
this past summer working with mentally 
retarded children at a day camp run by 
the New York City Department of 
Parks. . . . Rita Houlihan received 
her M.A. in educational psychology 



from N.Y.U. and moved to Kansas City 
this fall to teach. . . . Claudia Rich- 
ardson is an intelligence researcher with 
the U.S. Secret Service. . . . Barb 
CovENEY is a social worker with the 
Massachusetts Department of Public 
Welfare, working in the East Boston 
area on aid to families with dependent 
children. . . . Ann Impink is now em- 
ployed by the Muskie Election Commit- 
tee. She will be taking a two-year leave 
of absence from her studies at Amer- 
ican University for an M.A. in Interna- 
tional Relations, to be regional coordi- 
nator of the Youth Coalition for 
Muskie in New York, New Jersey, and 
Pennsylvania. . . . Mary Ann Iraggi 
received an M.A. in International Rela- 
tions from the University of Pennsyl- 
vania and is now an executive trainee 
with John Wanamaker Co. in Philadel- 
phia. . . . Betsy Langer and Mary 
Ann Koral finally returned from Paris 
last May after travelling for eight 
months. Betsy is now in the stock trans- 
fer department of Prescott, Merrill, and 
Turben in Cleveland. . . . Mary Pat 
Leece was in England teaching last 
year, but returned to the Boston area 
to begin work at the Newton College 
Library in September. She is living with 
Debby Pope. . . . Jane McMahon is 
now a legal assistant with the law firm 
of Shearman and Sterling in New York 
City, and a provisional member of the 
Junior League of Scarsdale. . .' . Sally 
Murphy Morrison is living in New- 
port where Fran is stationed, and works 
part time at Salve Regina College there. 
Fran will be out of the Navy in the 
spring, and then they both hope to be 
off to law school. . . . Sister Geral- 
DiNE Noonan, S.P. is public relations 
representative for the Sisters of Provi- 
dence and editor of their "Community 
Newsletter." She recently prepared an 
eight-minute newscast, televised in 
Springfield, on the members of her com- 
munity who are working in outside in- 
stitutions. . . . Joyce Verhalen and 
Kathy Sheehan are roommates in New 
York City. Joyce is an administrative 
assistant with the Ford Foundation, and 
Kathy is an economic research assistant 
for the New York Life Insurance Com- 
pany, and an M.B.A. candidate at 
N.Y.U. . . . Patti Brum spent the 



summer attending the Loeb Dramatic 
Workshop in Cambridge; and began 
teaching European history to 7th and 
9th graders at the Newton Country Day 
School in September. She is also serv- 
ing as a housemother to fifteen board- 
ers. . . . Also at the Country Day 
School is Marion Jones, a novice in 
the Sacred Heart order. . . . Jeanne 
Krisnow Stretch, Jim, and Jim, Jr., 
IV2, are living in San Mateo, California, 
where Jim is employed by Metropolitan 
Life. Jeanne is in her first year at San 
Mateo Law School. . . . Nancy Riley 
is a second year candidate for an 
M.P.H. at the University of Michigan. 
She has a dual major in public health 
administration and health planning, and 
holds an N.I.H. traineeship grant. She 
has been selected as a member of the 
President's Task Force at U.M., study- 
ing the program and curriculum of the 
health services administration majors. 
She is also in the process of preparing 
a paper for publication with one of her 
professors on "A Queueing Analysis 
of the Free People's Clinic in Ann 
Arbor." 



53 



71 



Miss Martha Lappin 
36 Chapman Street 
Dracut, Mass. 01826 



Dee Dee Ortner Sandoski is a senior 
information analyst at the Franklin In- 
stitute in Philadelphia. Her work in- 
volves writing proposals and maintain- 
ing liaison between government spon- 
sors and the institute, and is specifically 
related to the study of water pollution 
and environmental effects. . . . Becky 
LiNEBERGER and Eileen Trickey are 
child care workers at the Matheny 
School in Peapack, New Jersey, a treat- 
ment and education center for cerebral 
palsied children. . . . Patricia Chiota 
begins graduate study this month. . . . 
Kate Russell is employed as a wait- 
ress at Boodle's in Greenwich, Conn. 
. . . Shannon Randall is working in 
the alumnae career services office at 
Radcliffe. . . . Debby Crary Peters 
is working as a bank teller at Banker's 
Trust of Albany. . . . Donna Moore 
is waitressing at the Lighthouse Inn in 
New London, Conn, while she takes 
courses to complete her teaching cer- 
tification requirements. . . . Laurie 
Carmody Huckerechts is a writer and 
editor at Potomac Research in Falls 
Church, Va., preparing copy for pub- 
lication. . . . COLETTA PaLETTA is 
employed in the graphics division of the 
aesthetics education department at Cen- 
tral Midwestern Regional Educational 
Labs in St. Louis, which comes up with 
new ideas for education and learning. 
She spent the summer in Europe, hitch- 
ing from Ireland to Greece. . . . 
Sharon Zailckas is a ski instructor at 
Killington in Vermont; will become a 
stewardess in May. . . . Susan Geno- 
VESi is working for the Boston Public 
Library. . . . Kathleen Torrance is 
a teller at the Newton Savings Bank. 
. . . Anne Duffey is a travelling rep- 
resentative for the N.C.S.H. admissions 
office. . . . Pat Meek is computer 
programming for Travelers Insurance 
in Hartford. . . . Jean O'Brien is a 
federal tax auditor in Boston. . . . 
Kristan Emery Mountain is employed 



by Advance Industrial Security in Mi- 
ami. . . . Sister Susan Halligan is 
teaching and doing community work 
with the Spanish-speaking in Boston. . . . 
Carol Sullivan is a service rep for 
New England Tel and Tel. . . . Susan 
KiLLORY is a bank teller at Harvard 
Trust in Cambridge. . . . Bonnie 
GuNLocKE Graham and Bob lived in 
Hawaii until November; are now in 
Yokosuka, Japan. . . . Lois Cartnick 
is a medical photographer in East 
Meadow, N.Y. . . . F. Dreer Haven 
is a head nurse at Philadelphia's Penn- 
sylvania Hospital. . . . Ada D'Ambra 
is doing wood sculpting, carpentry, and 
furniture design in Breckenridge, Colo. 
. . . Lois Bligh is the assistant director 
of research and development at Selchow 
and Righter Co. (makers of Scrabble 
and Parchesi) in Bay Shore, N.Y. . . . 
Kathy Brouder is director of the 
Women's Center of the U.S. National 
Student Association in Washington, 
D.C., trying to develop a multi-com- 
ponent clearing house for college 
women. It will give impetus to women's 
liberation as a basis for social evolution 
by addressing women in academic com- 
munities and providing them with re- 
sources for organizing for social justice. 
She plans in the future to work on 
building a combination conference 
center/secular retreat house for organ- 
izers with the Free University of New 
England and to initiate a halfway house 
for women college graduates. . . . 
Kathy Friedmann and Chris Schwarz 
drove cross-country to Colorado in 
September. They plan to return east 
after the ski season to work and/or go 
to graduate school. . . . Jacque 
Forbes is a secretary at the Hole-in- 
One Club in New York City. . . . 
Betty Menaghan is an assistant nurs- 
ery school teacher, and a psychiatric 
aide at St. Elizabeth's Hospital in 
Brighton, Mass. . . . Class teachers 
are: Joan Gillette, high school 
French and German in Chittenden, Vt.; 
Sister Diane Valerio, 7th and 8th 
grades in Rockford, 111.; Irene Mac- 
Isaac, 2nd grade in Medford, Mass.; 
Martha Lappin, senior high history in 
Dracut, Mass.; Marianne Griffin, 8th 
grade math in Charlestown, Mass.; 



Judy Iannella, 2nd grade in Boston; 
Chris Peterson, 4th grade in Stam- 
ford, Conn.; Polly Nugent Scott, 6th 
grade in West Roxbury, Mass.; and 
Pam PoLLiNO Hunt, art director for 
grades 1-6 in Chelmsford, Mass. . . . 
GiGi Pardo is a Ph.D. candidate at the 
University of Miami's Center for Ad- 
vanced International Studies. She holds 
an NDEA Title IV graduate fellowship, 
is doing research in the politics of un- 
derdeveloped countries and exile 
groups, and is serving on UNESCO's 
Youth Commission. . . . Susan Al- 
fano is a candidate for an M.S. in Nu- 
tritional Biochemistry and Metabolism 
at MIT. She spent the summer visiting 
India, Nepal, Ceylon, Thailand, Hong 
Kong, Malaysia, and Indonesia; plans 
to live in the Far East next year, work- 
ing with an international organization 
in nutritional planning and develop- 
ment. . . . Other graduate degree can- 
didates are: Marie Robey in political 
science at the University of Pennsyl- 
vania; Susan Schruth at the George 
Washington University School of Gov- 
ernment and Business Administration; 
Cathy Brienza at N.Y.U.'s Graduate 
School of Business Administration; 
Cindy Paterno in the economics of 
regional planning at Northeastern (she 
is employed as a pension analyst at 
New England Life); Janet Scully in 
math at Trinity College in Hartford 
(she works as a programmer with 
Travelers Insurance); Nancy Grant in 
Science Information at the Illinois In- 
stitute of Technology; Carol Tesone in 
biology at Boston College; Alicia 
Rojas in theology at Boston University 
(she works for the Catholic Guild for 
All the Blind as a nurse on call and in 
airlines services); Jane Hudson at 
Syracuse's Maxwell Graduate School of 
Citizenship and Public Affairs; Kathy 



54 



JuLiANo at the University for Foreign 
Students in Perugia, Italy; Eileen Mc- 
Intyre in broadcast journalism at Bos- 
ton University (she is interning in the 
WBZ-TV newsroom one day a week; is 
a coat-check girl at night!); Angie 
Nanni in math at N.Y.U.; Anne But- 
ler at the University of Madrid; 
Martha Kendrick in American Studies 
at Bowling Green State University in 
Ohio (she holds a teaching assistantship 
in the history department) ; Chris Car- 
roll at the University of Virginia's 
School of Government and Foreign Af- 
fairs; Jean-Lorraine Leitgeb in law at 
William and Mary; Barbara Dutto in 
social work at Boston University; Pat 
Massa in education at the University of 
Massachusetts; Eileen O'Connor in 
library science at Florida State; Kathy 
Mahoney Murray in community or- 
ganization at Catholic University's 
School of Social Service; Carol Tif- 
fany in education at Adelphi in Garden 
City, N.Y. (she is also teaching ele- 
mentary school in Rockville Centre); 
Joan Abbott in international service at 
American University (she is also head 
of the boarding school at Stone Ridge 
Country Day in Bethesda); Eileen 
HoCHSTEiN in linguistics at the Univer- 
sity of Virginia; Jill McGrath in 
Slavic languages at Boston College; 
Kate Fitzgerald in political science at 
Rutgers' Eagleton Institute of Politics; 
Denise O'Donnell in special education 
at Fairfield (she is also a learning dis- 
abilities teacher in Waterbury, Conn.); 
Dorothy Houlihan in human develop- 
ment and family studies at Cornell's 
College of Human Ecology; and Eva 
Sereghy in English at Chapel Hill in 
North Carolina (she is holder of a 
Danforth Fellowship). . . . The above 
information was compiled from a ques- 
tionnaire submitted to the class in Oc- 
tober by Plg Mastrianni of Newton's 
Development Office. Class secretary for 
the next issue will be Martha Lappin. 
(Ed. note) 



We(jdings 

1953 — Barbara Powell to Frederick 
Good, in Boston, on September 
18. 

1963 — Marjorie Reiley to Daniel C. 
Maguire, on August 10. 

1963 — Harriet Friday to Michael 
Leahy, in Aspinwall, Pa., on 
September 19. 

1964 — Marlene Palladino to Glen D. 
Ross, Jr., in August. 

1966 — Josephine Bogert to Gilbert M. 
Pieper, in Saddle River, N.J., in 
October. 

1967 — Joan Cooper to John Curran, in 
August. 

1968 — Marguerite Hoffmann to 
Kevin Clair, in August. 

1968 — Mary Beth Dereniuk to Robert 

J. Dumouchel, in Newport, R.I., 

on September 25. 
1968 — Jeanette Darby to William G. 

Bane, in October. 
1968 — Donna Jull\n to Charles F. 

Spillane, in Belmont, Mass., in 

October. 

1968 — Katheryn Hogan to Mark Mul- 
laney, on October 2. 

1969 — Jane Ackerman to John J. 
Paklemba, Jr., last spring. 

1969 — Kathy Hartnagle to Robert H. 
Halayko, in Troy, N.Y., on 
May 28. 

1969 — Alicia Silva to Daniel G. 

Ritchie, in Ridgewood, N.J., on 
July 31. 

1969 — Frances Whelan to Stephen P. 

Dixon, in August. 
1969 — Polly Glynn to Robert M. 

Kerrigan, in Lee, Mass., on 

September 4. 

1969 — Carol Murphy to David W. 
Starkey, on October 23. 

1970 — Stephanie DelGuidice to 
Charles McEvily, in June. 

1970 — Joan O'Callaghan to Ted Mc- 

Connell, in Manorhaven, N.Y., 

in August. 
1970 — Susan Herlihy to Richard 

Flaherty, in North Haven, 

Conn., in August. 
1970 — Patricia Robinson to Richard 

Komuniecki, in August. 
1970 — Meryl Ronnenberg to Thomas 

G. Baxter, in August. 



1970— Elizabeth O'Hara, R.N. to J. 
Richard Corcoran, Jr., in Sep- 
tember. 

1971 — Polly Nugent to Ronald J. 
Scott. 

1971 — Deborah P. Crary to Joseph D. 

Peters, in August. 
1971 — Mary Kay Higdon to Clayland 

F. Cox, on August 21. 

1971 — Kathleen Mahoney to Thomas 

G. Murray, Jr., in Westfield, 
N.J., on August 28. 

1971 — Colleen Ross to Joseph R. 

Rossi, in Grand Rapids, Mich., 

in September. 
1971 — Elizabeth R. Scannell to Paul 

Abbott, at the Newton College 

Chapel, in October. 
1 97 1 — Marcia Mahoney to Brian T. 

Talbott, on October 10. 
1971 — Dayl Soule to Michael Patten, 

at the Newton College Chapel, 

on November 6. 



55 



Births 

1955 — To Mr. and Mrs. Paul Sullivan 
(Mary Chisholm), a ninth 
child and fourth son, Mark, on 
July 11. 

1958 — To Dr. and Mrs. A. Michael 

Prus (Judy Goodnow), a third 
child and second son, Jeffrey, 
on April 1. 

1962— To Mr. and Mrs. Frank Kelly 

(Anne Crowley), a fourth son, 
Christopher, in March. 

1962 — To Mr. and Mrs. Peter Thur- 
mond (Ellen Markey), a fifth 
child and third son, Paul, in 
July. 

1962 — To Mr. and Mrs. Kevin Kelley 
(Judy Mountain), a fourth 
child and second son, John, on 
August 17. 

1962— To Mr. and Mrs. William A. 
Golden, Jr. (Betty Eigo), a 
third child and first son, William 
III, on September 8. 

1964 — To Mr. and Mrs. Frederick C. 
Markey (Jane O'Neil), a son, 
Leigh, on September 17. 

1965 — To Mr. and Mrs. John E. Grady, 
Jr. (Angie McDonnell), a 
third son, Douglas Anderson, on 
February 4, 1971. 



1965 — ^To Mr. and Mrs. O. James 
Noon, Jr. (Mary Hoogland), 
a second child and first daugh- 
ter, Mary Kathryn, on October 
15. 

1966 — To Mr. and Mrs. Paul Hurley 
(Joyce Tassinari), a daughter, 
Tara Michelle, on July 18. 

1966 — To Mr. and Mrs. James Dwyer 
(Barbara Childs), a third child 
and second daughter, Megan, on 
September 16. 

1968— To Mr. and Mrs. Peter F. 
Franzosa (Alicia Guedes), a 
second son, Michael Peter, on 
October 23. 

1969— To Mr. and Mrs. William P. 
Benedict (Ann Lessing), a 
daughter, Jennifer, on March 19. 

1969 — To Mr. and Mrs. Joseph Struz- 
zieri, Jr. (Joanne McMorrow), 
a son, Joseph III, on May 28. 

1970 — To Mr. and Mrs. James B. 
Darcy, Jr. (Janet Lutz), a 
daughter, Jennifer Marie, last 
summer. 



Condolences are offered to 

The family of Mary L. McGowan '50. 
Miss McGowan, who was a cousin of 
Sister Clare McGowan, R.S.C.J., as- 
sistant dean at Newton from 1969 to 
1971, died recently in San Francisco. 

Roslin Moore '70 and Kildeen 
Moore '7 1 on the death of their 
mother in November. 



56 



Alumnae N.B. 



Class Notes 

It has been brought to our atten- 
tion several times that alumnae have 
thought that material they submitted 
for publication in the class notes 
section has not been included. The 
problem here is that most of the 
class notes material is usually pre- 
pared from two to three months 
ahead of the publication date, and 
matter received later than that is 
held for the subsequent issue. 

So if you have sent news to your 
class secretary or to this office and it 
doesn't appear in this issue, don't 
despair! All notes received by class 
secretaries later than October 15, 
and by this office later than Novem- 
ber 15, will be included in the June 
issue. (This includes all of the notes 
on the special space provided on the 
Annual Giving envelopes.) 

For the June issue, material must 
by received by the class secretaries 
no later than March 15, or by this 
office no later than April 5. Thanks! 



More Reading Lists 

Sister Catherine Maguire, profes- 
sor of English, is preparing a reading 
list in contemporary fiction especially 
for our readers, and it will be avail- 
able by the time you receive this 
magazine. It brings our total offer- 
ing of post-graduate reading lists to 
three, the other two being in SWC 
and religion. If you are interested in 
any or all of these reading lists, 
please send a note to: Ms. Catherine 
B. Hurst, 1 17 Central St., i5E, 
Acton, Mass. 01720, and we will 
get the lists in the mail to you im- 
mediately. 



57